The present study evaluated the utility of the methods outlined in the Promoting the Emergence of Advanced Knowledge Relational Training System Equivalence Module (PEAK-E) through a single-case evaluation. Validity, reliability, and effectiveness were the variables explored to assess the degree to which the assessment was able to identify appropriate skills for targeted intervention, and the degree to which the programs were efficacious in teaching the targeted skills. Baseline results suggested that the programs identified through the PEAK-E assessment were not within the participants’ repertoires prior to the intervention. Following the implementation of 9 programs across three participants with autism, mastery was achieved for all of the directly trained relations, and all targeted derived relations emerged for 8 of the 9 programs

A third of youth in the United States are currently classified as overweight, which is impacted by the low rates of youth that meet daily physical activity recommendations. Engaging in physical activity contributes to healthy body weight and physical fitness, both of which have positive health consequences. Participating in physical activity not only aids in positive health outcomes, but research indicates that it also has a positive relationship with and effect on youths’ cognitive, academic, and behavioral outcomes. The majority of researchers conducting meta-analyses examining the effect of physical activity on youths’ cognitive, academic, and behavioral outcomes have excluded single-case design research from the data analyses. Excluding these types of designs from syntheses of the research may create an inaccurate account of the effect of physical activity on youths’ cognitive, academic, and behavioral outcomes. The current study addressed these issues by conducting a meta-analysis of single-case design studies over approximately the past 50 years to add to the current understanding of the effect of physical activity on youths’ cognitive, academic, and behavioral outcomes. Additionally, moderator analyses were conducted on numerous participant, intervention, and study characteristics that were deemed important, as indicated in the literature review. The effect size of physical activity on youths’ academic and behavioral outcomes was determined by utilizing hierarchical linear modeling of the included 81 time series from 15 single-case design studies. There were not enough data to calculate the effect size on youths’ cognitive outcomes. Significant effect sizes were found that indicate physical activity has an effect on increasing youths’ desirable behaviors (e.g.on task behavior and social skills) and decreasing youths’ undesirable behaviors (e.g. self stimulation, self-injurious behaviors, and off task behavior; ES = 1.83), as well as, increasing work completion, (ES = 2.01). No moderating effects were found other than the type of single case design moderated the effect on youths’ behavioral outcomes. The current study is important for decision makers in schools when deciding whether to increase or decrease particular students’ time spent in physical activity. Additionally, the results of the study are pertinent to other practitioners who work with youth, parents, and for youth themselves so that they can utilize physical activity interventions to help with appropriate behaviors and work completion.

This study explored the use of animal-assisted therapy with students identified with a learning disability and limited reading success. Initially, reading progress was defined as the participants' comprehension rate obtained from an oral Informal Reading Inventory (IRI) passage. The nature of the Informal Reading Inventory requires the introduction of more difficult reading passages as the student's comprehension rate increases, potentially masking the overall effect of the intervention. Due to this factor and erratic student performance, which is a common characteristic of students with learning disabilities, obtaining consistent comprehension rates was difficult. Therefore, progress was defined only as total amount of time the student was engaged in reading under each condition. A reversal replication, single case design was implemented to determine the effects of reading to the therapy dog on the students' reading progress as measured by total amount of time read. The analysis indicated a statistically significant increase in the total amount of reading time as determined by the participants in the presence of the therapy dog. Positive student feedback about their experience reading with the therapy dog supported the effect of the intervention on reading progress.

No description available.

Bråk är inkörsporten till rationella tal och en god förståelse av bråk ligger till grund för den enskilda elevens fortsatta matematikutveckling. Yngre elever, i de tidiga skolåren, har ofta en intuitiv förståelse för enkla bråk, men glappet till den mer formella undervisningen är stort. Svårigheter att lära sig bråk är genomgående och ger långtgående konsekvenser. Det är därför av stor vikt att tidigt uppmärksamma och ge stöd till de elever som möter svårigheter inom detta område. Vi har replikerat en tidigare genomförd interventionsstudie med enskild intensivundervisning kring bråk genom explicit undervisning och CRA. Interventionen fokuserar på bråk som tal, där tallinjen spelar en avgörande roll, och består av nio lektionstillfällen. Syftet med studien har varit att bidra med kunskap om interventioner i matematik samt att undersöka vilken effekt ett interventionsprogram med enskild intensivundervisning har på elever i matematiksvårigheter i årskurs 5 och 6. Syftet har också varit att undersöka om elevernas relationer till matematikämnet kan förändras av interventionen.  Studien är en experimentell fallstudie med sex deltagare, där varje individ utgör sin egen kontroll. Data har samlats in i form av resultat på olika tester och skattningar, före, under och efter interventionen. Resultatet visar på en signifikant förbättring av elevernas kunskaper om bråk som tal efter genomförd intervention. Dessutom framkommer en spridningseffekt till området bråk som del av en helhet/antal, vilket tyder på en ökad konceptuell förståelse av bråk. Elevernas kunskaper kvarstår vid ett fördröjt eftertest, fem veckor efter avslutad intervention.  Den slutsats vi drar utifrån resultatet är att en kortare intervention på individnivå, om bråk som tal med tallinjen i fokus, kan ge stor effekt på elevernas kunskaper, som kvarstår över tid. Vi kan inte dra några generella slutsatser kring huruvida elevernas relationer till matematikämnet förändras av interventionen.

No description available.

No / The recent phenomenal growth in business activities dependent on the Internet has demonstrated that various potential advantages could be derived from using information and communication technology platforms. The Internet has enabled firms to reach out to global markets and has provided them with the opportunity to customize their strategies and offerings in an unprecedented way. These recent developments provide an exciting opportunity for research to study the dynamics involved in international Internet marketing (IIM) and, in particular, to examine closely the factors that could influence success in using this new technology for IIM activities. Using a business-to-business context and a multiple-case-study approach, this article focuses on two main areas of study: (1) the critical examination of the literature and identification of the most important factors that have a significant influence on business-to-business IIM and (2) the first-hand verification of how the identified factors are implemented in various organizational contexts.

The purpose of this study was to explore the impact of child-centered play therapy (CCPT) on the social competence, empathy, and self-regulation of children diagnosed with autism spectrum disorder (ASD). The constructs of social competence, empathy, and self-regulation were measured using the Social-Emotional Assets Rating Scale (SEARS). This study utilized a single-case design; the researcher collected data throughout the duration of the study, including baseline, treatment, and follow-up phases. The sample included 5 children ranging from ages 6 to 8 years old: 3 Caucasian males, 1 African-American female, and 1 Latin-American female. Mothers of the participants completed the parent form of the SEARS once per week throughout all phases of the study. During the treatment phase of the study, the children participated in CCPT approximately 2 times per week for 30 minutes each time. Visual analysis of the data indicated play therapy was beneficial for three participants, as they demonstrated improvements in social competence, empathy, and self-regulation. Two participants responded to the intervention with mixed results. Discussion includes implications for clinical practice and future research as well as limitations of the study.

High prevalence of individuals with autism spectrum disorder (ASD) and the legislation movement impacted the placement of students with ASD in general education settings. Hence, the increase raised the need to conduct research for ASD populations, and to examine the effectiveness of these interventions. With the increase of single case-design (SCD) studies, there is a demand to include SCD in the evaluation of evidence- based practices (EBPs), to analyze and interpret SCD results in meaningful ways beside visual analysis, and to generate effect size estimates. This dissertation contains four systematic literature reviews which examine single-case intervention research targeting academic, social communication, play, and functional life skills for children with ASD in school settings. 132 studies with 924 AB phase contrasts were analyzed using visual analysis and three non-overlap measures. Sensitivity and specificity of Tau-U, IRD, and Baseline Corrected Tau were tested on detecting intervention effects. Also, the three methods were examined in their agreement with interpretations based on the visual analysis and the effect of confounding factor on their scores. The analysis demonstrated that the three methods performed fairly well in distinguishing effective from non-effective interventions. The three non-overlap methods had a moderate to substantial level of agreement with visual analysis. The author recommended further research on the impact of confounding factors especially baseline trend and autocorrelation as well as the use of effect size methods with high sensitivity and visual aids to improve the reliability and accuracy of visual analysis.

I den här studien undersöktes fyra elevers kunskapsutveckling och inställning till ämnet matematik under en period av tre veckors intervention. Syftet var att mäta om en enskild intensivundervisning i matematik inom ordinarie undervisningstid kunde vara gynnsam för elever i svårigheter med taluppfattning. Ytterligare syfte var att se på om intensivundervisningen hade någon effekt på elevernas självskattning kring matematik. Studien är en experimentell fallstudie med multipel baslinje singlecase-design. Resultatet visade att interventionen har varit gynnsam för de ingående eleverna både vad gäller kunskapsutvecklingen och deras inställning och självskattning till ämnet. / This study investigates the knowledge progression of four pupils and their attitude to mathematics during a period of three weeks. The aim is to measure whether pupils with number sense problems could benefit from intensive one-to-one teaching of mathematics, within regular teaching hours. The study also aims to find out if intensive teaching affects the pupils´self-assessment regarding mathematics. An experimental case study, with multiple baseline singlecase design, has been used. The results indicate that the intervention has proved beneficial to the pupils in the study, when it comes to their knowledge progression as well as their attitude and self-assessment.