Self‐Determination to Increase Oral Reading Fluency Performance: Pilot and Replication Single‐Case Design Studies

2020 ◽  
Vol 35 (4) ◽  
pp. 218-231
Author(s):  
Lisa Didion ◽  
Jessica R. Toste ◽  
Sarah A. Benz
Keyword(s):  
Reading Fluency ◽  
Oral Reading ◽  
Oral Reading Fluency ◽  
Single Case ◽  
Self Determination ◽  
Single Case Design ◽  
Design Studies ◽  
Case Design

Evaluating Tau-U With Oral Reading Fluency Data and the Impact of Measurement Error

2018 ◽  
Vol 43 (3) ◽  
pp. 413-438 ◽  
Author(s):  
David A. Klingbeil ◽  
Ethan R. Van Norman ◽  
Katherine E. McLendon ◽  
Sarah G. Ross ◽  
John C. Begeny
Keyword(s):  
Reading Fluency ◽  
Oral Reading ◽  
Single Case ◽  
Effect Sizes ◽  
Multiple Baseline ◽  
Large Set ◽  
Single Case Design ◽  
Evidence Based Practices ◽  
The Impact ◽  
Case Design

Recently, researchers have argued that using quantitative effect sizes in single-case design (SCD) research may facilitate the identification evidence-based practices. Indices to quantify nonoverlap are among the most common methods for quantifying treatment effects in SCD research. Tau-U represents a family of effect size indices that were developed to address criticisms of previously developed measures of nonoverlap. However, more research is necessary to determine the extent to which Tau-U successfully addresses proposed limitations of other nonoverlap methods. This study evaluated Tau-U effect sizes, derived from multiple-baseline designs, where researchers used curriculum-based measures of reading (CBM-R) to measure reading fluency. Specifically, we evaluated the distribution of the summary Tau-U statistic when applied to a large set of CBM-R data and assessed how the variability inherent in CBM-R data may influence the obtained Tau-U values. Findings suggest that the summary Tau-U statistic may be susceptible to ceiling effects. Moreover, the results provide initial evidence that error inherent in CBM-R scores may have a small but meaningful influence on the obtained effect sizes. Implications and recommendations for research and practice are discussed.

Interventions Targeting Expressive Communication in Adults With Autism Spectrum Disorders: A Systematic Review

2019 ◽  
Vol 62 (6) ◽  
pp. 1959-1978
Author(s):  
Kaitlyn P. Wilson ◽  
Jessica R. Steinbrenner ◽  
Tamar Kalandadze ◽  
Lara Handler
Keyword(s):  
Autism Spectrum Disorder ◽  
Single Case ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Single Case Design ◽  
Adults With Autism ◽  
Design Studies ◽  
Group Design ◽  
Expressive Communication ◽  
Case Design

PurposeThe aims of this systematic review are to (a) synthesize the literature on interventions targeting expressive communication in adults with autism spectrum disorder and (b) evaluate the effectiveness of the interventions.MethodThe literature search resulted in 7,196 articles. The research team used 2 reviewers and consensus for title/abstract review, full-text review, and quality review. To be included, studies had to (a) include at least 1 adult (18 years of age and above) with an autism spectrum disorder; (b) examine an intervention, treatment, or model of care; (c) provide outcome data related to expressive communication modalities/domains; (d) be experimental or quasi-experimental; and (e) be published in English. Twenty-two studies (14 single-case design and 8 group design), with a total of 256 participants and varied interventions and outcome variables, met criteria for inclusion. Effect sizes are presented for group design studies, and visual analysis results are outlined for single-case design studies.ResultsExamination of treatment effects in the included studies showed positive effects, overall; however, there was great variability between studies. Single-case design studies showed evidence of functional relations in all but 1 study, with most showing medium to large effects, as well as maintenance and generalization of gains. Group design studies showed a wide range of effects from near-zero to large effects. Differences in intervention strategies and durations, as well as in participant characteristics and outcome measures, presented barriers to aggregation.ConclusionsThis review highlights the need for increased high-quality research examining interventions targeting expressive communication in adults with autism spectrum disorder and also pinpoints interventions with potential for future study and use in this population.

How effective are reading comprehension interventions for children with ASD? A meta-analysis of single-case design studies.

2021 ◽  
Vol 36 (2) ◽  
pp. 107-121
Author(s):  
Maryellen Brunson McClain ◽  
Cassity R. Haverkamp ◽  
Kandice J. Benallie ◽  
Sarah E. Schwartz ◽  
Vicki Simonsmeier
Keyword(s):  
Reading Comprehension ◽  
Single Case ◽  
Meta Analysis ◽  
Single Case Design ◽  
Design Studies ◽  
Children With Asd ◽  
Case Design

Data Mountain: Self-Monitoring, Goal Setting, and Positive Attributions to Enhance the Oral Reading Fluency of Elementary Students With or At-Risk for Reading Disabilities

2021 ◽  
pp. 002221942110434
Author(s):  
Lisa Didion ◽  
Jessica R. Toste
Keyword(s):  
At Risk ◽  
Goal Setting ◽  
Hierarchical Linear Modeling ◽  
Reading Fluency ◽  
Oral Reading ◽  
Reading Disabilities ◽  
Oral Reading Fluency ◽  
Opportunity To Learn ◽  
Self Determination ◽  
Self Monitoring

Data Mountain is a self-determination program that has shown early promise in enhancing the oral reading fluency (ORF) of students with or at-risk for reading disabilities (RD). This program supports self-determined learning behaviors through explicit teaching of self-monitoring, goal setting, and positive attributions. The present study tested the effects of Data Mountain on the ORF of 81 students with or at-risk for RD in second through fifth grades, randomly assigned to one of three conditions: Data Mountain delivered in small groups, Data Mountain delivered individually, or a comparison condition. Results from hierarchical linear modeling indicated that treatment students read an average of 31 more words per minute with a growth rate twice that of comparison students ( p < .01). The transferable possibilities of Data Mountain to provide students with an opportunity to learn self-determination skills and support ORF is significant to the field of special education.

scholarly journals Single-case Design Studies in Children with Cerebral Palsy: A Scoping Review

2019 ◽  
Vol 23 (2) ◽  
pp. 73-105
Author(s):  
Laura W.M.E. Beckers ◽  
Rosalinde A. Stal ◽  
Rob J.E.M Smeets ◽  
Patrick Onghena ◽  
Caroline H.G. Bastiaenen
Keyword(s):  
Cerebral Palsy ◽  
Scoping Review ◽  
Single Case ◽  
Single Case Design ◽  
Design Studies ◽  
Children With Cerebral Palsy ◽  
Case Design
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