Constructing single-subject reversal design graphs using Microsoft Word™: A comprehensive tutorial.

2005 ◽  
Vol 6 (4) ◽  
pp. 235-242 ◽  
Author(s):  
Patrick Grehan ◽  
Daniel J. Moran
Keyword(s):  
Single Subject ◽  
Microsoft Word ◽  
Reversal Design

Effect of Aerobic Conditioning upon Mood in Clinically Depressed Men and Women: A Preliminary Investigation

1982 ◽  
Vol 55 (3_suppl) ◽  
pp. 1217-1218 ◽  
Author(s):  
Gary W. Hartz ◽  
William L. Wallace ◽  
Tommie G. Cayton
Keyword(s):  
Preliminary Investigation ◽  
Single Subject ◽  
Men And Women ◽  
Aerobic Conditioning ◽  
Clinically Depressed ◽  
Reversal Design

A single-subject reversal design was used to test the hypothesis that aerobic conditioning would elevate mood in seven clinically depressed persons. The hypothesis was confirmed for two subjects but not for the group as a whole. A reversal design does not appear suitable for this area of investigation.

The Use of Single-subject Time-series Designs in Adapted Physical Activity

1984 ◽  
Vol 1 (1) ◽  
pp. 19-29 ◽  
Author(s):  
E.J. Watkinson ◽  
D.L. Wasson
Keyword(s):  
Physical Activity ◽  
Time Series ◽  
Instructional Program ◽  
Single Subject ◽  
Adapted Physical Activity ◽  
Mentally Handicapped ◽  
Instructional Programs ◽  
University Of Alberta ◽  
Reversal Design ◽  
The University

The individualized nature of instructional programs for the mentally handicapped often makes group designs inappropriate in adapted physical activity research. Single-subject time-series designs are suitable for use in investigating the acquisition, maintenance, and generalization of motor skills when the research involves small numbers of subjects. These designs require the collection of data before, and during or after treatment. Three single-subject time-series designs are described and illustrated with data from studies in the PREP Play Program, an instructional program for young mentally handicapped children at the University of Alberta. The simple time-series design has severe limitations for use as a research tool, but is appropriate for use by teachers or practitioners who are monitoring previously tested treatments in physical activity programs. The repeated time-series or reversal design can be used to investigate the maintenance or generalization of effects after treatments are withdrawn. The multiplebaseline design is recommended for researchers or practitioners who wish to assess the effects of instructional programs on different subjects or different dependent variables.

Effects of Abdominal and Thoracic Breathing upon Multiple-Site Electromyography and Peripheral Skin Temperature

1995 ◽  
Vol 81 (1) ◽  
pp. 3-14 ◽  
Author(s):  
Bret A. Boyer ◽  
Roger Poppen
Keyword(s):  
Skin Temperature ◽  
Self Report ◽  
Performance Criteria ◽  
Single Subject ◽  
Breathing Patterns ◽  
Methodological Issues ◽  
Finger Temperature ◽  
Upper Trapezius ◽  
Abdominal Breathing ◽  
Reversal Design

Peripheral finger temperature, frontalis and upper trapezius EMG, and self-report of arousal were assessed for four subjects during abdominal and thoracic breathing in a single-subject reversal design. Two subjects displayed significant differences between abdominal and thoracic breathing conditions: one for frontalis EMG, trapezius EMG, and self-report of arousal and one for trapezius EMG. Two subjects showed no significant effects. All subjects reached performance criteria during training sessions. Abdominal breathing performance during reversals was 100% and 92% of sampled breath cycles for the two subjects who showed significant change, and 65% and 42% for the two subjects who showed none. Methodological issues for measurement of breathing patterns and peripheral skin temperature are discussed.

The Effects of Oral Instructions and Training on the Expansion of Written Language

1981 ◽  
Vol 4 (1) ◽  
pp. 82-90 ◽  
Author(s):  
Gayla A. Kraetsch
Keyword(s):  
Training Session ◽  
Written Language ◽  
Single Subject ◽  
The Subject ◽  
Reversal Design ◽  
Subject Experiment ◽  
And Training

This single-subject experiment explored the effect of oral instructions and training on the expansion of written language using a reversal design. The subject, a twelve-year-old boy who attended a tutorial clinic, wrote about a stimulus picture four times a week during a twelve-week period. Productivity was based on the number of words and sentences used in the composition; the type-token ratio for vocabulary diversity was also charted. During the intervention phases of the experiment, the tutor added oral instructions to write many words and ideas. These additional instructions increased the subject's productivity. As the oral instructions were changed, the number of total words and sentences also changed. When a simple training session was provided prior to the writing of a composition, the subject wrote more adjectives.

Behavioral Thermoregulation with Microwave Radiation of Albino Rats

1986 ◽  
Vol 62 (3) ◽  
pp. 831-840 ◽  
Author(s):  
William F. Vitulli ◽  
Jerry M. Mott ◽  
Joseph M. Quinn ◽  
Kathy L. Loskamp ◽  
Rebecca S. Dodson
Keyword(s):  
Microwave Radiation ◽  
Exploratory Study ◽  
Lever Press ◽  
Behavioral Thermoregulation ◽  
Albino Rats ◽  
Single Subject ◽  
Direct Function ◽  
Operant Responding ◽  
Reinforcing Value ◽  
Reversal Design

The objective of this exploratory study was to investigate the extent to which microwave radiation would reinforce operant behavior in a cold environment. A reversal-design with the single subject serving as its own control was used for testing the reinforcing properties of microwaves. Six albino rats were conditioned to produce 6-sec. pulses of microwave radiation within a refrigerated environment. The schedule of reinforcement was continuous (erf). Each lever press produced a 6-sec. output of microwave radiation. The intensity of radiation was varied across blocks of sessions in the reversal design. Microwave values used were as follows: 62.5 W, 125 W, 250 W, and 437.5 W. Sessions lasted from 8 to 9 hr. over an approximate 7-mo. period. Results showed that rates of operant responding varied as a direct function of microwave intensity. Relatively high mean rates were associated with moderate microwave intensity (250 W), whereas lower mean rates of responding were associated with extreme microwave intensities (62.5 W and 437.5 W) in the reversal design. These data are explained in terms of satiation and deprivation of the reinforcing value of microwave radiation.

A Classroom Demonstration of Single-Subject Research Designs

1997 ◽  
Vol 24 (3) ◽  
pp. 188-190 ◽  
Author(s):  
James E. Carr ◽  
John Austin
Keyword(s):  
Repeated Measures ◽  
Single Subject ◽  
Single Subject Research ◽  
Psychology Majors ◽  
Research Designs ◽  
Undergraduate Psychology ◽  
Reversal Design ◽  
Single Subject Designs

This article provides a brief overview of single-subject designs and describes a classroom demonstration useful in teaching these designs to undergraduate psychology majors. Using a reversal design as a methodological frame, students collect repeated measures of their own behavior, and they graph and visually interpret the data.

scholarly journals Dialogic Reading of a Novel for Children: Effects on Text Comprehension

2014 ◽  
Vol 24 (58) ◽  
pp. 243-252 ◽  
Author(s):  
Eileen Pfeiffer Flores ◽  
Laís Fernandes Pires ◽  
Carlos Barbosa Alves de Souza
Keyword(s):  
Text Comprehension ◽  
Experimental Studies ◽  
Dialogic Reading ◽  
Single Subject ◽  
Small Children ◽  
Positive Effects ◽  
Text Genre ◽  
Narrative Functions ◽  
Reversal Design ◽  
Condition B

Experimental studies have shown positive effects of dialogic reading of picture books (reading aloud interspersed with prompts and feedback for verbalizations by the listener) on the vocabulary and verbal expression of small children. This study assessed the effect of dialogic reading on the comprehension of a children’s novel by three children aged 7-8 years, using a single-subject reversal design. In Condition A, the text was read without intervention. In Condition B, reading was interspersed with dialogic interventions based on narrative functions. Comprehension was superior in all measures in Condition B for the two participants who underwent the B-A-B design, however, not for the participant who underwent the A-B-A design. We discuss possible interactions of dialogic reading with characteristics of text genre and the need for systematic replications with more sessions and reversals of conditions.

L-DOPA in the Treatment of Negative Schizophrenic Symptoms: A Single-Subject Experimental Study

1986 ◽  
Vol 15 (3) ◽  
pp. 293-298 ◽  
Author(s):  
Stanley R. Kay ◽  
Lewis A. Opler
Keyword(s):  
Negative Symptoms ◽  
Psychomotor Retardation ◽  
Adjunctive Treatment ◽  
Single Subject ◽  
Abstract Thinking ◽  
Positive Symptoms ◽  
Drug Induced ◽  
Double Blind ◽  
Reversal Design ◽  
Negative Syndrome

Adjunctive Sinemet (L-DOPA plus carbidopa) therapy was assessed for a neuroleptic nonresponsive schizophrenic with a longstanding negative syndrome. A twenty-seven week double-blind placebo-controlled reversal design found significant improvement specifically for negative symptoms while treated with combined haloperidol-Sinemet as compared against haloperidol-placebo. The eight-week adjunctive treatment reversed a worsening trend in attention, abstract thinking, passive withdrawal, psychomotor retardation, and a cluster of seven negative parameters, while positive symptoms were unaffected. This seemed to represent more than simple reversal of drug-induced akinesia and underscores the importance of distinguishing between positive and negative syndromes in psychopharmacological research.

Effect of an Integrated Physical Education Setting on Motor Performance of Preschool Children with Developmental Delays

1996 ◽  
Vol 13 (3) ◽  
pp. 316-333 ◽  
Author(s):  
Lauriece L. Zittel ◽  
Jeffrey A. McCubbin
Keyword(s):  
Preschool Children ◽  
Physical Education ◽  
Motor Performance ◽  
Developmental Delays ◽  
Single Subject ◽  
Gross Motor ◽  
Gross Motor Skills ◽  
Critical Elements ◽  
Reversal Design ◽  
School Schedule

The purpose of this study was to investigate the effect of an integrated physical education setting on the motor performance of preschool children with developmental delays. Subjects participated in segregated and integrated physical education classes and were observed practicing locomotor and object control skills. The quality of performance was analyzed to determine the number of critical elements present and the level of teacher or peer prompt required to initiate and complete each performance. A single-subject reversal design (A-B-A-B) was used. Four children with developmental delays were filmed within an 8-week school schedule while practicing two fundamental gross motor skills during segregated and integrated conditions. The results provide evidence that children with developmental delays are able to maintain their level of gross motor skill and independence within an integrated physical education setting. Although day-to-day variability was calculated for each subject, overall skill level remained stable and level of independence was not compromised in the integrated setting.

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