Effect Size for Single-Subject Design in Phonological Treatment

Abstract

Purpose The purpose of this study was to document, validate, and corroborate effect size (ES) for single-subject design in treatment of children with functional phonological disorders; to evaluate potential child-specific contributing variables relative to ES; and to establish benchmarks for interpretation of ES for the population. Method Data were extracted from the Developmental Phonologies Archive for 135 preschool children with phonological disorders who previously participated in single-subject experimental treatment studies. Standard mean difference all with correction for continuity was computed to gauge the magnitude of generalization gain that accrued longitudinally from treatment for each child with the data aggregated for purposes of statistical analyses. Results ES ranged from 0.09 to 27.83 for the study population. ES was positively correlated with conventional measures of phonological learning and visual inspection of learning data on the basis of procedures standard to single-subject design. ES was linked to children's performance on diagnostic assessments of phonology but not other demographic characteristics or related linguistic skills and nonlinguistic skills. Benchmarks for interpretation of ES were estimated as 1.4, 3.6, and 10.1 for small, medium, and large learning effects, respectively. Conclusion Findings have utility for single-subject research and translation of research to evidence-based practice for children with phonological disorders.

Systematic Review of Functional Analysis and Treatment of Elopement (2000–2015)

“…We Each article was scored for only one operational definition and one measurement system. Thus, the sum of operational definitions and the sum of measurement systems are each equal to the number of studies (12) FA functional analysis, SR reinforcer, FT fixed time, NA not applicable next conducted a k-cluster analysis (Gierut et al, 2015) to partition the remaining 15 effect sizes into three groups (small, medium, and large; Table 4). The majority of effect sizes in the current review were situated in the lowest of the three designated groups.…”

Sensibilidade e especificidade da Porcentagem de Consoantes Corretas Revisada na identificação do transtorno fonológico

“…The PCC-R (4) index was applied in several studies that aimed to analyze speech impairment in children with SSD, both at diagnosis (10,14,16) and in treatment progression (13) . In particular, several studies with Brazilian Portuguese speakers have shown significant differences in PCC-R values as they compared children with and without SSD at different ages (8,(17)(18)(19) .…”

“…The latter index has been widely cited in the literature in order to verify its efficacy in classifying the degree of speech impairment in speech sound disorder (8)(9)(10)(11)(12)(13) . However, there is no age curve that demonstrates progress by means of its values and that makes it possible to verify if a child, at a certain age, is found within the expected value or not, which would aid identification of speech sound disorders.…”

Nexus to Lexis: Phonological Disorders in Children

“…For example, greater production accuracy, learning, and generalization are associated with highfrequency words as compared with low-frequency words; high-frequency words are thus recommended as stimuli of treatment. [35][36][37] Similarly, words that are late acquired facilitate greater phonological learning and generalization as compared with other early acquired words; late acquired words are likewise recommended for treatment. 37,38 On the other hand, the findings from other studies reveal asymmetries that, although puzzling, open the door for future research.…”