Application of a Single-Case Research Design to Present the Effectiveness of Rehabilitation in the Clinic

Leelarungrayub, Jirakrit; Pothasak, Yothin; Kaju, Jynwara; Kanthain, Rungtiwa

doi:10.5772/intechopen.90665

Cited by 3 publications

(2 citation statements)

References 22 publications

(31 reference statements)

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“…For each child, data were first visually analyzed based on the median value of measurement points in each phase. We also estimated and projected the median trend of the pretherapy phase to the therapy and post-therapy phases using the split-middle method (White & Haring, 1980), also known as the extended celeration line (for a detailed explanation of the method, see for instance Datchuk &Kubina, 2011 andLeelarungrayub et al, 2020). Briefly, it consists of dividing the data phase in two halves and drawing a celeration line that connects two points at the intersection of the median datapoints and midpoints of each half.…”

Section: Discussionmentioning

confidence: 99%

A temporal-based therapy for children with inconsistent phonological disorder: A case-series

Sayyahi

Boulenger

2022

Clinical Linguistics & Phonetics

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Deficits in temporal auditory processing and in particular higher gap detection thresholds have been reported in children with inconsistent phonological disorder (IPD). Here we hypothesized that providing these children with extra time for phoneme identification may in turn enhance their phonological planning abilities for production, and accordingly improve not only consistency but also accuracy of their speech. We designed and tested a new temporal-based therapy, inspired by Core Vocabulary Therapy and called T-CVT, where we digitally lengthened formant transitions between phonemes of words used for therapy. This allowed to target both temporal auditory processing and word phonological planning. Four preschool Persian native children with IPD received T-CVT for eight weeks. We measured changes in speech consistency (% inconsistency) and accuracy (percentage of consonants correct PCC) to assess the effects of the intervention.Therapy significantly improved both consistency and accuracy of word production in the four children: % inconsistency decreased from 59% on average before therapy to 2% post-T-CVT, and PCC increased from 61% to 92% on average. Consistency and accuracy were furthermore maintained or even still improved at three-month follow-up (2% inconsistency and 99% PCC).Results in a nonword repetition task showed the generalization of these effects to non-treated material: % inconsistency for nonwords decreased from 67% to 10% post-therapy, and PCC increased from 63% to 90%. These preliminary findings support the efficacy of the T-CVT intervention for children with IPD who show temporal auditory processing deficits as reflected by higher gap detection thresholds.

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Section: Discussionmentioning

confidence: 99%

A temporal-based therapy for children with inconsistent phonological disorder: A case-series

Sayyahi

Boulenger

2022

Clinical Linguistics & Phonetics

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“…The case study design was preferred for its ‘…ability to investigate complex social phenomena and to handle dense data’ (Glette & Wiig 2022 ). The study used a single case study as its research design (Leelarungrayub et al 2020 ). A single case design is differentiated from a multiple case study in that multiple case study designs study two or more cases (Yin 2018 ).…”

Section: Methodsmentioning

confidence: 99%

Challenges of competency-based curriculum in teaching learners with learning disabilities

Mpofu,

Sefotho

2024

African Journal of Disability

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Background Zimbabwean government adopted competency-based curriculum in 2017 as a measure to prepare learners for life and work in an indigenised economy and increasingly globalised and competitive environment. The government also sought to ensure that learners develop skills necessary for lifelong learning in line with the emerging opportunities. Objectives The purpose of this study was to explore challenges faced by teachers in the implementation of competency-based curriculum to learners with learning disabilities in Mhangura of Makonde District in Zimbabwe. Methods A constructivist lived experience perspective underpinned this research, in which a single case study was used to interact with participants on challenges faced by teachers in the implementation of competency-based curriculum to learners with learning disabilities. Purposive sampling was used to select nine participants (five males and four females). Data were collected through face-to-face interviews and transcribed verbatim. Four themes emerged from the thematic analysis of data sources. Results Results indicated that participants were facing several challenges in implementing competency-based curriculum to learners with learning disabilities. Among the cited challenges were negative attitudes towards learners with learning disabilities, poor teacher preparation, lack of resources and poor collaboration. Conclusion The study concluded that the objectives of competency-based curriculum are noble to learners, but its implementation is not inclusive. Contribution The study findings will assist in identifying areas that need to be improved and need strengthening. The education policy makers in the country will have a better understanding of challenges faced by teachers in the implementation of competency-based curriculum in Zimbabwe.

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Zum Zusammenhang von Mentalisierungsfähigkeit, Beziehungstests und dem Therapieergebnis in psychodynamischer interpersoneller Kurzzeittherapie

Kunz,

Korff,

Andreas

2024

PDP - Psychodynamische Psychotherapie

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Application of a Single-Case Research Design to Present the Effectiveness of Rehabilitation in the Clinic

Abstract: Clinical benefits of rehabilitation are very difficult to present because of various factors such as very small sample sizes, no control comparison, or short period of intervention.

Cited by 3 publications

References 22 publications

A temporal-based therapy for children with inconsistent phonological disorder: A case-series

A temporal-based therapy for children with inconsistent phonological disorder: A case-series

Challenges of competency-based curriculum in teaching learners with learning disabilities

Zum Zusammenhang von Mentalisierungsfähigkeit, Beziehungstests und dem Therapieergebnis in psychodynamischer interpersoneller Kurzzeittherapie

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