The effects of Adlerian play therapy on maladaptive perfectionism and anxiety in children: A single case design.

2017 ◽  
Vol 26 (2) ◽  
pp. 96-110 ◽  
Author(s):  
Sinem Akay ◽  
Sue Bratton
Keyword(s):  
Play Therapy ◽  
Single Case ◽  
Single Case Design ◽  
Maladaptive Perfectionism ◽  
Case Design

Initial Investigation of Nature-Based, Child-Centered Play Therapy: A Single-Case Design

2015 ◽  
Vol 93 (4) ◽  
pp. 440-450 ◽  
Author(s):  
Jacqueline M. Swank ◽  
Sang Min Shin ◽  
Carla Cabrita ◽  
Christopher Cheung ◽  
Brittany Rivers
Keyword(s):  
Play Therapy ◽  
Single Case ◽  
Single Case Design ◽  
Initial Investigation ◽  
Child Centered ◽  
Child Centered Play Therapy ◽  
Case Design

Nature-based child-centered group play therapy and behavioral concerns: A single-case design.

2017 ◽  
Vol 26 (1) ◽  
pp. 47-57 ◽  
Author(s):  
Jacqueline M. Swank ◽  
Christopher Cheung ◽  
Alena Prikhidko ◽  
Yi-Wen Su
Keyword(s):  
Play Therapy ◽  
Single Case ◽  
Single Case Design ◽  
Child Centered ◽  
Group Play Therapy ◽  
Behavioral Concerns ◽  
Group Play ◽  
Case Design

Moving Forward Four Words at a Time: Effects of a Supplemental Preschool Vocabulary Intervention

2020 ◽  
Vol 51 (1) ◽  
pp. 165-175 ◽  
Author(s):  
Lindsey A. Peters-Sanders ◽  
Elizabeth S. Kelley ◽  
Christa Haring Biel ◽  
Keri Madsen ◽  
Xigrid Soto ◽  
...  
Keyword(s):  
Group Intervention ◽  
Single Case ◽  
Single Case Design ◽  
Vocabulary Intervention ◽  
Iterative Development ◽  
At Risk Children ◽  
Before And After ◽  
Child Friendly ◽  
Interactive Lessons ◽  
Case Design

Purpose This study evaluated the effects of an automated, small-group intervention designed to teach preschoolers challenging vocabulary words. Previous studies have provided evidence of efficacy. In this study, we evaluated the effects of the program after doubling the number of words taught from 2 to 4 words per book. Method Seventeen preschool children listened to 1 prerecorded book per week for 9 weeks. Each storybook had embedded, interactive lessons for 4 target vocabulary words. Each lesson provided repeated exposures to words and their definitions, child-friendly contexts, and multiple opportunities for children to respond verbally to instructional prompts. Participants were asked to define the weekly targeted vocabulary before and after intervention. A repeated acquisition single-case design was used to examine the effects of the books and embedded lessons on learning of target vocabulary words. Results Treatment effects were observed for all children across many of the books. Learning of at least 2 points (i.e., 1 word) was replicated for 74.5% of 149 books tested across the 17 participants. On average, children learned to define 47% of the target vocabulary words (17 out of 36). Conclusions Results support including 4 challenging words per book, as children learned substantially more words when 4 words were taught, in comparison to previous studies. Within an iterative development process, results of the current study take us 1 step closer to creating an optimal vocabulary intervention that supports the language development of at-risk children.

Successful Implicit Vocabulary Intervention for Three Cantonese-Speaking Toddlers: A Replicated Single-Case Design

2020 ◽  
Vol 63 (12) ◽  
pp. 4148-4161
Author(s):  
Christine S.-Y. Ng ◽  
Stephanie F. Stokes ◽  
Mary Alt
Keyword(s):  
Single Case ◽  
Cross Cultural ◽  
Neighborhood Density ◽  
Expressive Vocabulary ◽  
Single Case Design ◽  
Vocabulary Intervention ◽  
Phonological Neighborhood Density ◽  
Phonological Neighborhood ◽  
And Control ◽  
Case Design

Purpose We report on a replicated single-case design study that measured the feasibility of an expressive vocabulary intervention for three Cantonese-speaking toddlers with small expressive lexicons relative to their age. The aim was to assess the cross-cultural and cross-linguistic feasibility of an intervention method developed for English-speaking children. Method A nonconcurrent multiple-baseline design was used with four baseline data points and 16 intervention sessions per participant. The intervention design incorporated implicit learning principles, high treatment dosage, and control of the phonological neighborhood density of the stimuli. The children (24–39 months) attended 7–9 weeks of twice weekly input-based treatment in which no explicit verbal production was required from the child. Each target word was provided as input a minimum of 64 times in at least two intervention sessions. Treatment feasibility was measured by comparison of how many of the target and control words the child produced across the intervention period, and parent-reported expressive vocabulary checklists were completed for comparison of pre- and postintervention child spoken vocabulary size. An omnibus effect size for the treatment effect of the number of target and control words produced across time was calculated using Kendall's Tau. Results There was a significant treatment effect for target words learned in intervention relative to baselines, and all children produced significantly more target than control words across the intervention period. The effect of phonological neighborhood density on expressive word production could not be evaluated because two of the three children learned all target words. Conclusion The results provide cross-cultural evidence of the feasibility of a model of intervention that incorporated a high-dosage, cross-situational statistical learning paradigm to teach spoken word production to children with small expressive lexicons.

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