A single case study of a family‐centred intervention with a young girl with cerebral palsy who is a multimodal communicator

Wadnerkar, Meghana B.; Pirinen, Tellervo; Haines-Bazrafshan, Rachel; Rodgers, Jacqui; James, Deborah

doi:10.1111/j.1365-2214.2011.01214.x

Cited by 14 publications

(10 citation statements)

References 24 publications

(27 reference statements)

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“…One form is associated with studies wherein multiple intercorrelated outcome measures produced by an individual participant are analyzed as though they are independent entities (e.g., the studies by Bragard, Shelstraete, Snyers, & James, 2012;and Wadnerkar, Pirinen, Haines-Bazrafshan, Rodgers, & James, 2012). One form is associated with studies wherein multiple intercorrelated outcome measures produced by an individual participant are analyzed as though they are independent entities (e.g., the studies by Bragard, Shelstraete, Snyers, & James, 2012;and Wadnerkar, Pirinen, Haines-Bazrafshan, Rodgers, & James, 2012).…”

Section: Inappropriate/invalid Nonparametric Testsmentioning

confidence: 99%

“…One form is associated with studies wherein multiple intercorrelated outcome measures produced by an individual participant are analyzed as though they are independent entities (e.g., the studies by Bragard, Shelstraete, Snyers, & James, 2012; and Wadnerkar, Pirinen, Haines-Bazrafshan, Rodgers, & James, 2012). The problem with studies such as those of Bragard et al (2012) and Wadnerkar et al (2012) is that multiple measures collected from a single participant were analyzed by parametric inferential statistical procedures that assume the various measures are independent of one another. Any degree of intercorrelation among the outcome measures present in the data invalidates the statistical p-values and associated conclusions provided by the researcher.…”

Section: Inappropriate/invalid Nonparametric Testsmentioning

confidence: 99%

See 1 more Smart Citation

Randomization procedures in single‐case intervention research contexts: (Some of) “the rest of the story”

Levin

Kratochwill

Ferron

2019

J Exper Analysis Behavior

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Following up on articles recently published in this journal, the present contribution tells (some of) "the rest of the story" about the value of randomization in single-case intervention research investigations. Invoking principles of internal, statistical-conclusion, and external validity, we begin by emphasizing the critical distinction between design randomization and analysis randomization, along with the necessary correspondence between the two. Four different types of single-case design-and-analysis randomization are then discussed. The persistent negative influence of serially dependent single-case outcome observations is highlighted, accompanied by examples of inappropriate applications of parametric and nonparametric tests that have appeared in the literature. We conclude by presenting valid applications of single-case randomization procedures in various single-case intervention contexts, with specific reference to a freely available Excel-based software package that can be accessed to incorporate the present randomization schemes into a wide variety of single-case intervention designs and analyses.

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Section: Inappropriate/invalid Nonparametric Testsmentioning

confidence: 99%

“…One form is associated with studies wherein multiple intercorrelated outcome measures produced by an individual participant are analyzed as though they are independent entities (e.g., the studies by Bragard, Shelstraete, Snyers, & James, 2012; and Wadnerkar, Pirinen, Haines-Bazrafshan, Rodgers, & James, 2012). The problem with studies such as those of Bragard et al (2012) and Wadnerkar et al (2012) is that multiple measures collected from a single participant were analyzed by parametric inferential statistical procedures that assume the various measures are independent of one another. Any degree of intercorrelation among the outcome measures present in the data invalidates the statistical p-values and associated conclusions provided by the researcher.…”

Section: Inappropriate/invalid Nonparametric Testsmentioning

confidence: 99%

Randomization procedures in single‐case intervention research contexts: (Some of) “the rest of the story”

Levin

Kratochwill

Ferron

2019

J Exper Analysis Behavior

View full text Add to dashboard Cite

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“…Even though there was no communication improvement for child 3 or child 4, except for AAC, these children communicated much more with AAC than they had before. Using AAC can affect social interactions/communication skills positively [5,19]. As a result, the influence of AAC intervention using humanoid robots was shown for all the participating children.…”

Section: Resultsmentioning

confidence: 99%

Robot-based augmentative and alternative communication for nonverbal children with communication disorders

Jeon

Yeon

Kim

et al. 2014

Proceedings of the 2014 ACM International Joint Conference on Pervasive and Ubiquitous Computing

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Nonverbal children with communication disorders have difficulties communicating through oral language. To facilitate communication, Augmentative and Alternative Communication (AAC) is commonly used in intervention settingss. Different forms of AAC have been used; however, one key aspect of AAC is that children have different preferences and needs in the intervention process. One particular AAC method does not necessarily work for all children. Although robots have been used in different applications, this is one of the first times that robots have been used for improvement of communication in nonverbal children. In this work, we explore robot-based AAC through humanoid robots that assist therapists in interventions with nonverbal children. Through playing activities, our study assessed changes in gestures, vocalization, speech, and verbal expression in children. Our initial results show that robot-based AAC intervention has a positive impact on the communication skills of nonverbal children.

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“…When it comes to schooling of children with physical disabilities, challenges in communication (see e.g., De Bortoli et al, 2010;Wadnerkar et al, 2012), attention, memory, and visual processing (e.g., Majnemer et al, 2010) necessitate special solutions especially for math learning (Geary, 2010) and creation of social relationships (e.g., Bennet & Hay, 2007;Diamond & Hong, 2010). The goal of successful schoolwork is a challenge for teachers, school organization, methods, and physical school environment.…”

Section: Theoretical Background: How Does Physical Disability Challenmentioning

confidence: 99%

"Let's let the students do by themselves" How to activate students with severe physical disability in the classroom?

Häyrynen¹,

Määttä

Uusiautti

2018

COES&RJ-JSS

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A student with physical disability in the classroom can be a challenge for teaching arrangements. How to pay attention to these students' special needs and what are the best ways of supporting their learning? This research aimed at obtaining information about special education teachers' and other team members' experiences of everyday work with education of students with severe physical disability. This research was set one main question: How to activate students with severe physical disability in the classroom? The research participants of this research were the team members (N=16) who took care of 120 students participating the remedial courses during this research. The team members were special education teachers, various therapists, and social workers, who all worked with students with severe physical disability. The best practices to support students' activity and learning were teachers' positive and trusting attitudes, special solutions created in various school subjects, and multiprofessional collaboration, which are introduced and described in detail in the article.

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A single case study of a family‐centred intervention with a young girl with cerebral palsy who is a multimodal communicator

Abstract: Background This paper describes the impact of a family-centred intervention that used video to

Cited by 14 publications

References 24 publications

Randomization procedures in single‐case intervention research contexts: (Some of) “the rest of the story”

Randomization procedures in single‐case intervention research contexts: (Some of) “the rest of the story”

Robot-based augmentative and alternative communication for nonverbal children with communication disorders

"Let's let the students do by themselves" How to activate students with severe physical disability in the classroom?

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