The Single-Case Reporting Guideline In BEhavioural Interventions (SCRIBE) 2016 statement

Tate, Robyn; Perdices, Michael; Rosenkoetter, Ulrike; Shadish, William R.; Vohra, Sunita; Barlow, David H.; Horner, Robert H.; Kazdin, Alan E.; Kratochwill, Thomas R.; McDonald, Skye; Sampson, Margaret; Shamseer, Larissa; Togher, Leanne; Albin, Richard W.; Douglas, Jacinta; Evans, Jonathan J.; Gast, David L.; Manolov, Rumen; Mitchell, Geoffrey; Nickels, Lyndsey; Nikles, Jane; Ownsworth, Tamara; Rose, Miranda; Schmid, Christopher H.; Wilson, Barbara A.

doi:10.1177/0008417416648124

Cited by 13 publications

(4 citation statements)

References 26 publications

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“…This idiographic assessment approach may provide insight into whether the intervention is impacting the problems that teachers frequently observe and consider most important [45]. The Single-Case Reporting Guideline in Behavioural Interventions [46] was used to report this study.…”

Section: Design and Hypothesesmentioning

confidence: 99%

Efficacy of a Virtual Reality Biofeedback Game (DEEP) to Reduce Anxiety and Disruptive Classroom Behavior: Single-Case Study

Bossenbroek¹,

Wols²,

Weerdmeester³

et al. 2020

JMIR Ment Health

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Background Many adolescents in special education are affected by anxiety in addition to their behavioral problems. Anxiety leads to substantial long-term problems and may underlie disruptive behaviors in the classroom as a result of the individual’s inability to tolerate anxiety-provoking situations. Thus, interventions in special needs schools that help adolescents cope with anxiety and, in turn, diminish disruptive classroom behaviors are needed. Objective This study aimed to evaluate the effect of a virtual reality biofeedback game, DEEP, on daily levels of state-anxiety and disruptive classroom behavior in a clinical sample. In addition, the study also aimed to examine the duration of the calm or relaxed state after playing DEEP. Methods A total of 8 adolescents attending a special secondary school for students with behavioral and psychiatric problems participated in a single-case experimental ABAB study. Over a 4-week period, participants completed 6 DEEP sessions. In addition, momentary assessments (ie, 3 times a day) of self-reported state-anxiety and teacher-reported classroom behavior were collected throughout all A and B phases. Results From analyzing the individual profiles, it was found that 6 participants showed reductions in anxiety, and 5 participants showed reductions in disruptive classroom behaviors after the introduction of DEEP. On a group level, results showed a small but significant reduction of anxiety (d=–0.29) and a small, nonsignificant reduction of disruptive classroom behavior (d=−0.16) on days when participants played DEEP. Moreover, it was found that the calm or relaxed state of participants after playing DEEP lasted for about 2 hours on average. Conclusions This study demonstrates the potential of the game, DEEP, as an intervention for anxiety and disruptive classroom behavior in a special school setting. Future research is needed to fully optimize and personalize DEEP as an intervention for the heterogeneous special school population.

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Section: Design and Hypothesesmentioning

confidence: 99%

Efficacy of a Virtual Reality Biofeedback Game (DEEP) to Reduce Anxiety and Disruptive Classroom Behavior: Single-Case Study

Bossenbroek¹,

Wols²,

Weerdmeester³

et al. 2020

JMIR Ment Health

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“…To distinguish between the effects of different strategies, each strategy can be tracked through several data points to offer them time to influence behavior before another strategy is presented. The single-case data will be presented according to the Single-Case Reporting Guideline in Behavioral Interventions (35).…”

Section: Single-case Designmentioning

confidence: 99%

Strategies to reduce low-value care – An applied behavior analysis using a single-case design

Ingvarsson¹,

Sandaker²,

Nilsén³

et al. 2023

Front. Health Serv.

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IntroductionImplementation science has traditionally focused on the implementation of evidence-based practices, but the field has increasingly recognized the importance of addressing de-implementation (i.e., the process of reducing low-value care). Most studies on de-implementation strategies have used a combination of strategies without addressing factors that sustain the use of LVC and there is a lack of information about which strategies are most effective and what mechanisms of change might underlie these strategies. Applied behavior analysis is an approach that could be a potential method to gain insights into the mechanisms of de-implementation strategies to reduce LVC. Three research questions are addressed in this study: What contingencies (three-term contingencies or rule-governing behavior) related to the use of LVC can be found in a local context and what strategies can be developed based on an analysis of these contingencies?; Do these strategies change targeted behaviors?; How do the participants describe the strategies' contingencies and the feasibility of the applied behavior analysis approach?Materials and methodsIn this study, we used applied behavior analysis to analyze contingencies that maintain behaviors related to a chosen LVC, the unnecessary use of x-rays for knee arthrosis within a primary care center. Based on this analysis, strategies were developed and evaluated using a single-case design and a qualitative analysis of interview data.ResultsTwo strategies were developed: a lecture and feedback meetings. The results from the single-case data were inconclusive but some of the findings may indicate a behavior change in the expected direction. Such a conclusion is supported by interview data showing that participants perceived an effect in response to both strategies.ConclusionThe findings illustrate how applied behavior analysis can be used to analyze contingencies related to the use of LVC and to design strategies for de-implementation. It also shows an effect of the targeted behaviors even though the quantitative results are inconclusive. The strategies used in this study could be further improved to target the contingencies better by structuring the feedback meetings better and including more precise feedback.

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“…For each case, three bi-phasic intra-subject ABreplications were conducted (Tate et al, 2016), to investigate changes in the level of the primary measures. The baseline phase consisted of 10 ratings during regular social interaction, and the intervention phase consisted of 56 ratings during music therapy.…”

Section: Single-case Analysis For Primary Measuresmentioning

confidence: 99%

“…The baseline phase consisted of 10 ratings during regular social interaction, and the intervention phase consisted of 56 ratings during music therapy. The intra-subject replication of the AB-design gave three distinct attempts to investigate the intervention effect, followed by inter-subject replications in 11 cases (Manolov et al, 2014;Tate et al, 2016). No randomization procedure was applied.…”

Section: Single-case Analysis For Primary Measuresmentioning

confidence: 99%

Observing Music Therapy in Dementia: Repeated Single-case Studies Assessing Well-being and Sociable Interaction

Madsø

Molde

Hynninen³

et al. 2021

Clinical Gerontologist

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Objectives: This study compared behavioral expressions of momentary well-being and sociable behavior toward significant others during music therapy and regular social interaction. Methods: A 10-week active music therapy intervention was provided for people living with dementia and family caregivers. A bi-phasic AB single-case design was replicated for three sessions per dyad and coded using the Observable Well-being in Living with Dementia-Scale (OWLS) and the Verbal and Nonverbal Sociable Interaction Scale-Care Receiver (VNVIS-CR). Effect sizes (Log Response Ratio) were calculated for each session and analyzed with robust cluster meta-analysis. Results: Eleven dyads were included, and 32 sessions analyzed (2102 observations). Within sessions we found a 48% increase in well-being, and a 32% increase in sociable interaction during music therapy. Heterogeneity was high. Dementia severity predicted an increase in nonverbal sociable interaction (93% for moderate dementia). Depression and time did not predict any change. Conclusion:The potential of music therapy to increase well-being and sociable interactions toward significant others calls for further investigation of heterogeneity and covariates. Single-case designs are demonstrated to be feasible for these investigations. Clinical implications: Preference-based music therapy may alleviate some of the individual and relational consequences of living with dementia, facilitating positive emotions and connection to significant others.

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The Single-Case Reporting Guideline In BEhavioural Interventions (SCRIBE) 2016 statement

Cited by 13 publications

References 26 publications

Efficacy of a Virtual Reality Biofeedback Game (DEEP) to Reduce Anxiety and Disruptive Classroom Behavior: Single-Case Study

Efficacy of a Virtual Reality Biofeedback Game (DEEP) to Reduce Anxiety and Disruptive Classroom Behavior: Single-Case Study

Strategies to reduce low-value care – An applied behavior analysis using a single-case design

Observing Music Therapy in Dementia: Repeated Single-case Studies Assessing Well-being and Sociable Interaction

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