scholarly journals Targeting Complex Orthography in the Treatment of a Bilingual Aphasia with Acquired Dysgraphia: The Case of a Malay/English Speaker with Conduction Aphasia

2020 ◽  
Vol 10 (7) ◽  
pp. 109
Author(s):  
Mohd Azmarul A Aziz ◽  
Rogayah A Razak ◽  
Maria Garraffa
Keyword(s):  
Spoken Language ◽  
Multiple Baseline ◽  
Single Subject ◽  
Single Word ◽  
Systematic Treatment ◽  
Baseline Design ◽  
Incremental Improvement ◽  
Conduction Aphasia ◽  
Bilingual Aphasia ◽  
Word Writing

Background: Disruption of spoken language in people with aphasia tends to interfere with the ability to write, which is referred to as dysgraphia. This study examined the effectiveness of the anagram and copy treatment (ACT), administered in English on a bilingual Malay/English patient with conduction aphasia (GM). ACT is the arrangement of component letters presented in scrambled order (i.e., an anagram) so that the patient could use the letters to form target words, followed by repeated copying of the word. Methods: A single-subject multiple-baseline design was used with sets of English words (both nouns and verbs) sequentially targeted for treatment. Prior to the treatment, a series of single word writing and reading baselines were conducted in two languages: English and Malay. The ACT treatment was done in English, the language reported as more dominant for reading by the patient. Probes assessing generalizations to untrained pictures were presented at 8th, 13th, and 18th sessions. Results: GM showed steady and incremental improvement in the writing of trained nouns and verbs, with generalizations to untrained English nouns and verbs. Conclusions: Single word writing treatment in a non-transparent language may improve dysgraphia among adults with bilingual aphasia through the administration of a structured and systematic treatment.

scholarly journals Rehabilitation in Bilingual Aphasia: Evidence for Within- and Between-Language Generalization

2013 ◽  
Vol 22 (2) ◽  
Author(s):  
Swathi Kiran ◽  
Chaleece Sandberg ◽  
Teresa Gray ◽  
Elsa Ascenso ◽  
Ellen Kester
Keyword(s):  
Effect Size ◽  
Multiple Baseline ◽  
Single Subject ◽  
Multiple Baseline Design ◽  
Unrelated Control ◽  
Baseline Design ◽  
English Bilingual ◽  
Language Patterns ◽  
Bilingual Aphasia

Purpose The goal of this study was to examine if there was a principled way to understand the nature of rehabilitation in bilingual aphasia such that patterns of acquisition and generalization are predictable and logical. Method Seventeen Spanish–English bilingual individuals with aphasia participated in the experiment. For each participant, three sets of stimuli were developed for each language: (a) English Set 1, (b) English Set 2 (semantically related to each item in English Set 1), (c) English Set 3 (unrelated control items), (d) Spanish Set 1 (translations of English Set 1), (e) Spanish Set 2 (translations of English Set 2; semantically related to each item in Spanish Set 1), and (f) Spanish Set 3 (translations of English Set 3; unrelated control items). A single-subject experimental multiple baseline design across participants was implemented. Treatment was conducted in 1 language, but generalization to within- and between-language untrained items was examined. Results Treatment for naming on Set 1 items resulted in significant improvement (i.e., effect size >4.0) on the trained items in 14/17 participants. Of the 14 participants who showed improvement, within-language generalization to semantically related items was observed in 10 participants. Between-language generalization to the translations of trained items was observed in 5 participants, and between-language generalization to the translations of the untrained semantically related items was observed in 6 participants. Conclusion The results of this study demonstrated within- and between-language patterns that were variable across participants. These differences are indicative of the interplay between facilitation (generalization) and inhibition.

Effects of Phonological Decoding Training on Children's Word Recognition of CVC, CV, and VC Structures

1996 ◽  
Vol 5 (1) ◽  
pp. 67-78 ◽  
Author(s):  
Kenyatta O. Rivers ◽  
Linda J. Lombardino ◽  
Cynthia K. Thompson
Keyword(s):  
Word Recognition ◽  
Multiple Baseline ◽  
Single Subject ◽  
Group Training ◽  
Complex Structures ◽  
Multiple Baseline Design ◽  
Baseline Design ◽  
Phonological Decoding ◽  
The Third ◽  
Letter Sound

The effects of training in letter-sound correspondences and phonemic decoding (segmenting and blending skills) on three kindergartners' word recognition abilities were examined using a single-subject multiple-baseline design across behaviors and subjects. Whereas CVC pseudowords were trained, generalization to untrained CVC pseudowords, untrained CVC real words, untrained CV and VC pseudowords, and untrained CV and VC real words were assessed. Generalization occurred to all of the untrained constructions for two of the three subjects. The third subject did not show the same degree of generalization to VC pseudowords and real words; however, after three training sessions, this subject read all VC constructions with 100% accuracy. Findings are consistent with group training studies that have shown the benefits of decoding training on word recognition and spelling skills and with studies that have demonstrated the effects of generalization to less complex structures when more complex structures are trained.

Facilitating Prelinguistic Communication Skills in Young Children With Developmental Delay

1993 ◽  
Vol 36 (1) ◽  
pp. 83-97 ◽  
Author(s):  
Steven F. Warren ◽  
Paul J. Yoder ◽  
Gail E. Gazdag ◽  
Kyoungran Kim ◽  
Hazel A. Jones
Keyword(s):  
Communication Skills ◽  
Multiple Baseline ◽  
Single Subject ◽  
Classroom Teachers ◽  
Baseline Design ◽  
Intervention Approach ◽  
Vocal Imitation ◽  
Milieu Teaching ◽  
Prelinguistic Communication ◽  
Stimulus Materials

Very little research has focused on the development and evaluation of intervention strategies designed to facilitate the acquisition of prelinguistic communication skills. We conducted two experiments to determine the effects of a milieu teaching approach on the acquisition and generalization of specific prelinguistic communication skills. In the first experiment, we utilized this intervention approach within a multiple baseline design to teach prelinguistic requesting, commenting, and vocal imitation to a single subject with Down syndrome and language delay. The results indicated that the intervention approach was effective at facilitating the child’s use of these skills within the treatment setting. Therefore, in the second experiment we conducted a more comprehensive analysis of this approach with 4 subjects with mental retardation. Three of these subjects were taught to request, and 1 subject was taught both to request and to comment. The effects were experimentally evaluated with multiple baseline across subjects design. The results indicated that the intervention was effective in eliciting the intervention targets within the training setting for all 4 subjects. All 4 subjects showed evidence of generalization across stimulus materials, setting, teachers, and interaction style. There was also evidence of reciprocal effects on how classroom teachers in the generalization setting interacted with the subjects as a result of changes in the child’s communication behavior.

Expansion Points Intervention in Young Children with Speech Sound Disorders: A Multiple Baseline Design

2021 ◽  
Vol 42 (05) ◽  
pp. 419-430
Author(s):  
Klaire M. Brumbaugh ◽  
Ashley Gibson
Keyword(s):  
Outcome Measures ◽  
Speech Sound ◽  
Multiple Baseline ◽  
Single Subject ◽  
Conversational Speech ◽  
Speech Sound Disorders ◽  
Post Intervention ◽  
Baseline Design ◽  
Intervention Efficacy ◽  
Study Intervention

AbstractThe purpose of this investigation was to evaluate the efficacy of expansion points (EXP) intervention with a modified criterion for preschool children with speech sound disorders (SSD). Three preschool-aged children were enrolled in a single-subject multiple baseline intervention study. Intervention took place over 16 sessions. Pre- and post-intervention data are provided. Three outcome measures (generalization to probe words and gains in percent consonants correct, PCC, in words and in conversation) were evaluated to measure the effectiveness of the EXP intervention. All three of the participants demonstrated gains by the end of the intervention phase when measuring PCC in single words. Two of the three participants demonstrated gains in PCC in conversational speech. Progress on individual phonemes was variable across participants. Utilizing the EXP approach, two of the three children showed gains in all three outcome measures. One child showed variable performance in one outcome measure, improvement in one, and a decrease in one. Findings suggest that EXP should be further explored to evaluate intervention efficacy.

Systematic Individualized Narrative Language Intervention on the Personal Narratives of Children With Autism

2014 ◽  
Vol 45 (1) ◽  
pp. 67-86 ◽  
Author(s):  
Douglas B. Petersen ◽  
Catherine L. Brown ◽  
Teresa A. Ukrainetz ◽  
Christine Wise ◽  
Trina D. Spencer ◽  
...  
Keyword(s):  
Personal Narratives ◽  
Children With Autism ◽  
Language Intervention ◽  
Multiple Baseline ◽  
Single Subject ◽  
Story Grammar ◽  
Baseline Design ◽  
Verbal Scaffolding ◽  
Narrative Language ◽  
Systematic Reduction

Purpose The purpose of this study was to investigate the effect of an individualized, systematic language intervention on the personal narratives of children with autism. Method A single-subject, multiple-baseline design across participants and behaviors was used to examine the effect of the intervention on language features of personal narratives. Three 6- to 8-year-old boys with autism participated in 12 individual intervention sessions that targeted 2–3 story grammar elements (e.g., problem, plan) and 3–4 linguistic complexity elements (e.g., causal subordination, adverbs) selected from each participant's baseline performance. Intervention involved repeated retellings of customized model narratives and the generation of personal narratives with a systematic reduction of visual and verbal scaffolding. Independent personal narratives generated at the end of each baseline, intervention, and maintenance session were analyzed for presence and sophistication of targeted features. Results Graphical and statistical results showed immediate improvement in targeted language features as a function of intervention. There was mixed evidence of maintenance 2 and 7 weeks after intervention. Conclusion Children with autism can benefit from an individualized, systematic intervention targeting specific narrative language features. Greater intensity of intervention may be needed to gain enduring effects for some language features.

Instructing Facilitators to Support the Communication of People Who Use Augmentative Communication Systems

1992 ◽  
Vol 35 (4) ◽  
pp. 865-875 ◽  
Author(s):  
Janice Light ◽  
John Dattilo ◽  
Jane English ◽  
Lisa Gutierrez ◽  
Jane Hartz
Keyword(s):  
Natural Environment ◽  
Augmentative And Alternative Communication ◽  
Communication Systems ◽  
Significant Others ◽  
Multiple Baseline ◽  
Single Subject ◽  
Multiple Baseline Design ◽  
Alternative Communication ◽  
Baseline Design ◽  
Turn Taking

A single-subject multiple-baseline design, replicated across three dyads, was used to examine the efficacy of instructing facilitators (i.e., significant others) to promote communication with people who use augmentative and alternative communication (AAC) systems. Facilitators were instructed in four 1-hour sessions to decrease their conversational control and provide more opportunities for the participants using AAC systems to communicate. Following instruction, facilitators decreased their rates of turn-taking and initiations and increased the proportion of turns that were responsive. Participants using AAC systems increased the frequency of their initiations. Following intervention, turn-taking and initiation patterns in the dyads were more reciprocal. Generalization occurred to the natural environment. Results suggest that facilitator instruction is an effective and efficient means of promoting greater participation in daily interactions by people who use AAC systems.

The Effects of Centering on the Free-Throw Shooting Performance of Young Athletes

2009 ◽  
Vol 23 (1) ◽  
pp. 118-136 ◽  
Author(s):  
Karen Haddad ◽  
Patsy Tremayne
Keyword(s):  
Age Groups ◽  
Multiple Baseline ◽  
Single Subject ◽  
Psychological Skills ◽  
Young Athletes ◽  
Basketball Players ◽  
Convenience Sample ◽  
Baseline Design ◽  
Free Throw ◽  
Sydney Australia

The present study investigated the effectiveness of a centering breath on the free throw shooting percentage of young athletes age 10–11 years. A convenience sample was used involving young representative basketball players (juniors who were trialed, selected, and identified as the most talented basketball players in their age group). They consisted of 2 females and 3 males (M = 10 years and 7 months, SD = 6months), from a basketball stadium located in Sydney, Australia. The participants trained at least twice a week and played representative games against other metropolitan associations on the weekends. A single subject multiple-baseline design was used, and through the use of visual inspection the centering breath was shown to be a useful tool for improving all participants’ performance to varying degrees. The findings indicate that it may be advantageous to explore the effectiveness of centering or other psychological skills in a variety of sport skills (closed versus open), and for children of different age groups.

scholarly journals Masked Repetition Priming in Treatment of Anomia: A Phase 2 Study

2015 ◽  
Vol 24 (4) ◽  
Author(s):  
JoAnn P. Silkes
Keyword(s):  
Repetition Priming ◽  
Multiple Baseline ◽  
Single Subject ◽  
Baseline Design ◽  
Semantic Categories ◽  
Phase 2 Study ◽  
Multiple Trials ◽  
Participant Response ◽  
Masked Repetition ◽  
Positive Effect

Purpose Previous research has demonstrated that exposure to masked primes may improve naming accuracy for individuals with anomia. This study investigates the effect of repeated exposures to masked identity primes paired with pictures over multiple trials, sessions, and days on the ability of people with anomia to name those pictures. Method Four participants with anomia completed this single-subject, multiple-baseline design study. Twelve treatment sessions were conducted for each of 2 semantic categories. Comparisons of performance on naming probes were made between items that were primed, unprimed but seen the same number of times, and unprimed and seen only during naming probes. Results All participants showed some gains in naming trained items although to varying degrees, and trained (primed) items generally showed greater improvement than untrained items seen the same number of times. Cross-category generalization was observed for some participants, but little to no within-category generalization occurred. Minimal changes occurred on measures of general language ability. Conclusions These data provide continued evidence that masked repetition priming can have a positive effect on naming for people with anomia. Factors that may influence participant response and additional questions that must be settled for this line of research to continue are discussed.

Effectiveness of Occupational Therapy Using a Sensory Integration Approach: A Multiple-Baseline Design Study

2021 ◽  
Vol 75 (6) ◽  
Author(s):  
Lauren Andelin ◽  
Stacey Reynolds ◽  
Sarah Schoen
Keyword(s):  
Occupational Therapy ◽  
Sensory Processing ◽  
Sensory Integration ◽  
Motor Coordination ◽  
Functional Performance ◽  
Urban Setting ◽  
Multiple Baseline ◽  
Single Subject ◽  
Motor Disorder ◽  
Baseline Design

Importance: Occupational therapy using an Ayres Sensory Integration® (ASI) approach is a common intervention that has not been extensively studied in children with idiopathic sensory processing and integration challenges (e.g., without a diagnosis of autism). Objective: To test the effectiveness of ASI using measures related to motor coordination and functional performance in children with a sensory-based motor disorder (SBMD). Design: Nonconcurrent, multiple baseline, single subject. Setting: Outpatient clinic that was part of a children’s hospital in an urban setting. Participants: Three boys (ages 5–8 yr) with an SBMD. Intervention: Each participant received ASI 3 times per week for 10 wk. Outcomes and Measures: Three motor probes were measured weekly. Pre- and posttest assessments included goal attainment scaling (GAS) and the Bruininks–Oseretsky Test of Motor Proficiency–Second Edition (BOT–2). Results: All 3 participants showed improvements in motor probes during the intervention period on the basis of a 2 SD band method of analysis. Statistically significant improvements were noted across GAS goals, and positive changes were found on the BOT–2, with large effect sizes. Conclusions and Relevance: Findings suggest improved motor performance and high goal achievement using ASI for children with idiopathic sensory processing and integration challenges. What This Article Adds: This study adds to a body of literature suggesting that ASI is effective in increasing functional performance in children with sensory processing and integration challenges. Future studies using multiple baseline designs are feasible in the clinic setting and can help build the evidence base for ASI.

Sign in / Sign up

Export Citation Format

Share Document