Tau-U: A Quantitative Approach for Analysis of Single-Case Experimental Data in Aphasia

Lee, Jaime B.; Cherney, Leora R.

doi:10.1044/2017_ajslp-16-0197

Cited by 33 publications

(13 citation statements)

References 20 publications

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“…There are, however, some quantitative approaches for analysing SSED data that can complement visual analysis and offer significance testing. One such approach, the Tau‐U, has shown promise for SSED research within the SLT field (Lee and Cherney 2018). It was not possible to accurately derive all the original data from the included studies to undertake Tau‐U calculations for this review; however, this approach to analysis should be considered for use in future SLT SSED studies.…”

Section: Resultsmentioning

confidence: 99%

Is speech and language therapy effective at improving the communication of adults with intellectual disabilities?: A systematic review

Wood

Standen

2021

Intl J Lang & Comm Disor

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Background: A significant proportion of adults with intellectual disabilities (ID) experience speech, language and communication difficulties which are associated with poor physical and mental health outcomes. Speech and language therapy (SLT) interventions are an important way to address these communication difficulties, yet there is limited available evidence to provide information about the effectiveness of the different approaches used for this heterogeneous group. Aims: To review the evidence available for the effectiveness of SLT interventions aimed at improving communication for adults with ID. Methods & Procedures: A systematic search across relevant databases was performed. Information on methodological details of each relevant study, along with descriptions of the SLT interventions employed, were extracted and the Crowe Critical Appraisal Tool (CCAT) was used to assess quality. Findings were discussed in a narrative synthesis grouped by target communication skill. Outcomes & Results: A total of 10 relevant studies met the inclusion criteria. These were predominantly interventions aimed directly at adults with ID to improve speech, increase augmentative and alternative communication (AAC) use and develop interaction skills, with one study addressing work with carers. The included studies were all rated as low quality. There is weak preliminary evidence that SLT input can improve the communication skills of adults with ID. Conclusions & Implications: There is insufficient evidence to draw strong conclusions about the effectiveness of SLT in this population. Further high-level evidence across speech, language and communication domains is urgently needed.

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Section: Resultsmentioning

confidence: 99%

Is speech and language therapy effective at improving the communication of adults with intellectual disabilities?: A systematic review

Wood

Standen

2021

Intl J Lang & Comm Disor

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“…The present research also addresses a growing concern within single‐case design: supplemental statistics for visual analysis of graphed time series data (Bulté & Onghena, ; Lee & Cherney, ; Parker, Cryer, & Byrns, ; Shadish, ; Shadish, Hedges, Horner, & Odom, ). A lack of universal decision rules and unreliability across raters illustrate the limitations of visual analysis (Brossart, Parker, Olson, & Mahadevan, ; Campbell & Herzinger, ).…”

Section: Discussionmentioning

confidence: 99%

Improving spelling for at‐risk kindergartners through element skill frequency building

Kostewicz

Kubina

Brennan

2019

Behavioral Interventions

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A student's ability to spell affects literacy outcomes. Students profit from explicit spelling instruction but may also benefit from frequency building or systematic practice. The method of frequency building leads toward effortless performance or behavioral fluency. Reaching certain frequencies of behavior produces a critical learning outcome called application. The current study focused on the effects of building element spelling behaviors for at-risk kindergartners and the subsequent application to a compound spelling skill. Visual and quantitative analysis suggest a clear experimental effect between the attainment of performance criterion for letter sounds, letter naming, and sequencing on students' spelling behavior. A discussion of the results precedes future research directions. K E Y W O R D Sapplication, at-risk, behavioral fluency, precision teaching, spelling

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“…Statistics focused on the standardized mean difference within each individual, an effect size calculation developed by Busk and Serlin (1992; for discussion, see Beeson & Robey, 2006). Standardized mean difference is problematic for a variety of reasons, including that it does not provide significance values and that effect size estimates can be inflated if there is little variability in the baseline probes (for discussion see Lee & Cherney, 2018). With this caveat in mind, all 5 PWA showed strong effect sizes for trained items in the shorter lag condition, whereas 2 PWA showed strong effect sizes and 2 PWA showed moderate effect sizes for trained items in the longer lag condition.…”

Section: Distributed Practice Effects In Naming Treatment Of Aphasiamentioning

confidence: 99%

A Review of the Application of Distributed Practice Principles to Naming Treatment in Aphasia

Middleton

Schuchard

Rawson

2020

Topics in Language Disorders

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It is uncontroversial in psychological research that different schedules of practice, which govern the distribution of practice over time, can promote radically different outcomes in terms of gains in performance and the durability of learning. In contrast, in speech-language treatment research, there is a critical need for well-controlled studies examining the impact of the distribution of treatment on efficacy (for reviews, see Cherney, 2012;Warren, Fey, & Yoder, 2007). In this paper, we enumerate key findings from psychological research on learning and memory regarding how different schedules of practice differentially confer durable learning. We review existing studies of aphasia treatment with a focus on naming impairment that have examined how the distribution of practice affects treatment efficacy. We close by discussing potential productive lines of research to elaborate the clinical applicability of distributed practice principles to language treatment.

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Tau-U: A Quantitative Approach for Analysis of Single-Case Experimental Data in Aphasia

Abstract: Tau-U has the unique advantage of allowing for the correction of an undesirable baseline trend. Although further study is needed, Tau-U shows promise as a quantitative approach to augment visual analysis of SCED data in aphasia.

Cited by 33 publications

References 20 publications

Is speech and language therapy effective at improving the communication of adults with intellectual disabilities?: A systematic review

Is speech and language therapy effective at improving the communication of adults with intellectual disabilities?: A systematic review

Improving spelling for at‐risk kindergartners through element skill frequency building

A Review of the Application of Distributed Practice Principles to Naming Treatment in Aphasia

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