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The purpose of this study was to examine the effects of a technology-based self-monitoring application, I-Connect, to enhance the on-task behavior of five secondary students (ages 15–16) with autism spectrum disorder, intellectual disability, and specific learning disability during Biology instruction in a rural special education classroom. We used an A-B-A-B withdrawal design with a generalization condition. The primary dependent variable was percent of intervals with on-task behavior as measured by momentary time sampling procedures. Results indicated overall higher levels of on-task behavior for all students when using I-Connect to monitor their behavior. However, there were also high percentages of overlapping data, and student satisfaction with the application was relatively low. Students used I-Connect in an employability seminar offered at their school as a means to generalize to a different setting. We provide implications for practice in rural settings and suggestions for future research related to I-Connect. We also provide recommendations for enhancing the social validity of technology-based self-monitoring for secondary students with disabilities. [ABSTRACT FROM AUTHOR]

The development of communication is a fundamental part of early childhood. Yet many students with disabilities require supports such as augmentative and alternative communication to develop communication skills. Teachers and paraeducators play key roles in supporting communication for these students, but often lack effective and accessible training options that include relevant content, active engagement, and application with individualized coaching. To meet this need, we engaged in iterative development, revision, and testing of the POWR Training System, an online training and coaching program for teachers and their paraeducators. As part of a multi-year, federally funded grant, this iterative process was informed by feedback from educators and experts as well as by outcomes for paraeducators, a teacher, and children in a series of nonconcurrent single case studies. A description of the iterative process, outcomes for paraeducators, a teacher, and children as well as feedback related to the program are described. Future research directions are discussed. [ABSTRACT FROM AUTHOR]

Young adults with autism spectrum disorder (ASD) typically benefit from individually-designed interventions to engage in reciprocal conversation. We used a multiple baseline across participants design to evaluate the effects of a technology-based self-monitoring application (i.e., I-Connect) and visual supports to teach question asking skills to three males with ASD, ages 21–26. Participants selected community locations to participate in structured conversations with peers that were audio recorded. All participants demonstrated an immediate effect to increase their number of questions asked when using I-Connect to self-monitor. However, participant responding varied when visual supports were added. Maintenance also varied across participants. Findings indicated existing evidence-based practices for learners with ASD, such as self-monitoring and visual supports, can be combined in socially valid ways. Implications and suggestions for future research related to teaching conversation skills for young adults with ASD are discussed. [ABSTRACT FROM AUTHOR]

Several studies tracking down possible sources that would have given direction to Skinner in the development of Behaviorism, suggested an inaccurate scientific link between Claude Bernard and Skinner. Considering this subject, this work performed a systematic comparison between both authors, through the following categories: (1) organism-environment interaction; (2) mentalism; (3) induction-deduction; and method of the single case. Although differences have been found, in category (1), the analysis of the external variables, and in (2), rejection of explanation without scientific basis, were detected in both theories. In category (3), Skinner and Bernard show different opinions. As to the analysis of the intrasubject design, both detonated several compatibilities, differing, mainly because of its epistemic objectives. [ABSTRACT FROM AUTHOR]

Abstract: Procrastination is a problem that many students experience. This study aimed to investigate the effectiveness of cognitive behavior modification to reduce academic procrastination of high school students. To achieve this goal, this study used a single subject design. Three male students and two female students were selected as research participants using a purposive sampling technique. Data on the rate of procrastination in the baseline 1 (A1), intervention (B) and baseline 2 (A2) phases were obtained from the academic procrastination observation sheet. The data were then analyzed using visual graphic analysis with the split middle method. The analysis showed a decrease in academic procrastination behavior in each student after cognitive behavior modification intervention. This proves that the cognitive behavior modification approach is effective in reducing academic procrastination of high school students. Abstrak: Prokrastinasi merupakan permasalahan yang banyak dialami para siswa. Penelitian ini bertujuan untuk menguji keefektifan cognitive behavior modification untuk menurunkan prokrastinasi akademik siswa sekolah menengah atas (SMA). Untuk mencapai tujuan tersebut, penelitian ini menggunakan rancangan single subject design. Tiga siswa laki-laki dan dua siswa perempuan dipilih sebagai subjek penelitian dengan menggunakan teknik purposive sampling. Data tingkat prokrastinasi pada fase baseline 1 (A1), intervensi (B) dan baseline 2 (A2) diperoleh dari lembar observasi prokrastinasi akademik. Data tersebut kemudian dianalisis menggunakan analisis visual grafik dengan metode split middle. Hasil penelitian menunjukkan penurunan perilaku prokrastinasi akademik pada masing-masing siswa setelah intervensi cognitive behavior modification. Hal ini membuktikan bahwa pendekatan cognitive behavior modification efektif untuk menurunkan prokrastinasi akademik siswa SMA.

Working memory training has been found to result in improvements on tasks similar to those involved in the training (near transfer) but show limited impact on everyday skills such as language or academic abilities (far transfer). Previous research has largely focused on those with a broad range of skills, and examined group level responses. This study uses a single subject design to examine the effect of working memory training on both working memory and related domains in children with working memory impairment. Seven children (8–11 years old) with a working memory impairment completed 20 sessions of computerized working memory intervention. Data revealed near transfer for all participants. Evidence of far transfer to improvements in language, reading, or math was observed for approximately half of the participants on individual measures. Three participants showed convincing but modest training effects across multiple measures. A combination of factors appeared to influence far transfer including age, training intensity, and baseline measures.

The identification of interventions that are both effective and efficient is an ongoing need for the practice of applied behavior analysis. The parallel treatments design (PTD) has been described as powerful tool for comparing interventions in applied settings. The PTD combines elements of the multiple probe design and the adapted alternating treatments design. Execution of a PTD requires adherence to experimental tactics related to both designs, as well as adherence to specific features of the PTD outlined by the original authors (Gast & Wolery, 1988). The purpose of this systematic literature review was to evaluate (a) publication trends with the PTD, (b) applications of the PTD across behaviors and interventions, and (c) the extent to which articles that named the PTD as the design adhered to its defining features. Outcomes are discussed with respect to the utility of the PTD, limitations of the PTD, and potential refinements of the definition of the PTD. [ABSTRACT FROM AUTHOR]

Single subject design and visual analysis have become the standard for conducting and interpreting research in Applied Behavior Analysis (ABA). These methods can be traced in behavioral literature from the early 1900s and were revolutionized by Skinner's philosophy of radical behaviorism. This ultimately led to a divergence in methods between behaviorism and the rest of psychology. Skinner's divergence from conventional methods of research (group design and statistical analysis) may have historical underpinnings. His unique methods and philosophy led to the establishment of the Experimental Analysis of Behavior (EAB), Applied Behavior Analysis (ABA) and the Journal of Applied Behavior Analysis (JABA). The prevalence of conventional methods of research in behavior analytic literature remains unknown. Therefore, the purpose of this paper is to (1) report the history of research methods and data analysis in ABA and JABA and (2) analyze trends in methods within JABA to determine whether they are progressive. [ABSTRACT FROM AUTHOR]

A nurse-facilitated social media group was used to train caregivers of school-aged augmentative and alternative communication (AAC) users. Training was aimed at the caregiver of emergent AAC users and occurred in the home and community settings using a modeling strategy. Module development utilized behavior skills training techniques, consisting of a) instruction, b) modeling, c) practice, and d) feedback and coaching in the community setting. Over the course of three weeks, instruction was primarily delivered to the convenience sample (N = 4) in three 15-minute training sessions using Facebook. In addition to social media instruction, the caregiver-child teams met with other participants to practice newly learned skills during community activities. Activities were approximately one hour in length and included coaching and feedback. A mixed, single-subject AB design was used to evaluate the effects of community instruction on caregiver AAC modeling. Frequency of caregiver modeling was the dependent variable measured by direct observation. One participant failed to complete the study. The use of community-based social media groups is a feasible strategy to teach caregivers AAC. Social media groups need diversity and a facilitator to encourage engagement. Future recommendations include evaluation of long-term effects and maintenance of community-based social-learning groups and identifying factors that motivate caregivers to participate in social- media groups. [ABSTRACT FROM AUTHOR]

Schizoid personality disorder (SPD) has been characterised by a persistent detachment from, and indifference to, interpersonal relationships, alongside restricted range of expressed emotions, and limited rewards gained from social interactions, resulting in limited levels of socially healthy behaviour. Although the applicability of evidence-based psychological treatments, including cognitive therapy (CT), has been indicated, there is a noticeable scarcity of relevant academic literature that might inform clinical practice in mental health clinics. This rigorous single subject design study attempts to address such apparent gap in literature. Sixteen sessions of CT were undertaken with an individual diagnosed with SPD and comorbid mood disorder in a community-based mental healthcare setting. Formal standardised measurement, behaviour frequency sampling, and subjective data were utilised to systematically evaluate the outcomes, indicating a considerable improvement in psychosocial functioning. The paper highlights the pertinence of cognitive and behavioural strategies in helping schizoid individuals address their interpersonal difficulties, reduce emotional distress, acquire socially inclusive behaviour, and ultimately increase their psychosocial health, without the need for explicitly intervening with their underlying personality traits.

Abstract: The purpose of this study was to test the effectiveness of self-instruction techniques to improve student’s oral communication skills in the learning process. This study was an experimental study using a single case experimental with A-B designs. The subject was three students from tenth grade senior high school which had a problem with their oral communication during the learning process. Oral communication skills data were collected using Oral Communication Skills Observational Instruments. Data analysis techniques used were statistical analysis with percentage technique, and split-middle technique also clinical analysis technique which declared by significant other. The results show that after carrying out the self-instruction, subject’s oral communicating skills in the classroom learning process increases. Abstrak: Tujuan penelitian ini adalah menguji keefektifan teknik instruksi diri untuk meningkatkan keterampilan berkomunikasi lisan siswa dalam proses pembelajaran. Penelitian ini merupakan penelitian eksperimental menggunakan single case experimental dengan desain A-B. Subjek penelitian yaitu tiga orang siswa kelas sepuluh yang memiliki keterampilan komunikasi lisan rendah dalam proses pembelajaran. Data penelitian dikumpulkan menggunakan instrumen keterampilan komunikasi lisan. Teknik analisis data yang digunakan adalah analisis statistik dengan teknik persentase, dan split middle technique serta teknik analisis klinis yang dinyatakan oleh significant other. Hasil penelitian menunjukkan bahwa setelah melaksanakan teknik instruksi diri, keterampilan berkomunikasi lisan subjek dalam proses belajar di kelas meningkat. Permalink/DOI: http://dx.doi.org/10.17977/um001v2i32017p086

The purpose of this research is to examine the impact of play therapy on a child who have shyness behavior through parent and teacher evaluations in preschool. The research was carried out with the participation of one shy student from six age groups who has been registered at 2014-2015 academic year in Saraykoy Central Mukerrem Tokat Kindergarten in Saraykoy, Denizli. AB experimental design was used from single subject design in the study. When results of the research examined, according to child's mother and teacher, play therapy intervention reduced emotional problems and peer relation problems and caused increase in prosocial behaviors. It could be said that play therapy program might have effective and significant impact on preschool children who have shyness behavior. [Psikiyatride Guncel Yaklasimlar - Current Approaches in Psychiatry 2017; 9(1.000): 31-44]

Background/Objectives: The purpose was to investigate the effects of training for activities of daily living on the performance and motivation in the people with intellectual disability using day care center. Methods/Statistical analysis: This study is AB design in single subject study design. Three people with intellectual disabilities were given individual occupational therapy twice a week for 30 minutes, for a total of 6weeks. The occupational therapists conducted daily life activities training centered on the occupation that selected the caregiver through Canadian Occupational Performance Measure. The quality of the task performance was evaluated by Performance Quality Rating Scale (PQRS), and the level of effort and motivation during the activity was evaluated by the Pittsburgh Rehabilitation Participation Scale (PRPS). Findings: Three adults with intellectual disability improved performance of activities of daily livings and motivation and effort level after ADL training. Improvements/Applications: It should be evidence on effects of ADL training onoccupational performance and motivation level. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Education Research (1680-6360) is the property of Angle Publishing Co., Ltd. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Over the past decade, there has been an increase in postsecondary programs seeking to meet the needs of students with high incidence disabilities (e.g., learning disability, attention deficit hyperactivity disorder [ADHD]). Many of these students experience difficulties with executive functioning, that is, effectively applying problem-based strategies to set and obtain goals. There is limited research to enhance academic performance and retain this population throughout their college experience. This study investigated the use of a task analysis and goal setting intervention for improving the study skills and overall task completion by three college students with executive functioning challenges. Results demonstrated a functional relation between the intervention and dependent variables. Suggestions for future research and implications for practice are discussed. [ABSTRACT FROM AUTHOR]

The current case study compared the effects of a Numbered Heads Together strategy with and without peer-led opportunities to respond during a post-secondary classroom management class. Results indicated that the student with high-functioning autism had a higher percentage of intervals of on-task behavior and weekly quiz scores during the Heads Together condition with peer-led opportunities to respond. Student satisfaction ratings suggested that Heads Together with peer-led opportunities to respond was a preferred strategy to Heads Together alone. A discussion of study limitations, implications, and future research directions is included. [ABSTRACT FROM AUTHOR]

Copyright of Ilkogretim Online is the property of Ilkogretim Online and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Proficiency in fundamental motor skills (FMS) is important for both the health and the overall growth and development of young children. To identify factors that facilitate the development of FMS, the study provided preliminary data on the effect of videomodeling (VM) on the acquisition of FMS by typically developing young children. Participants were six conveniently selected typically developing preschool-age children from an early care and education center. A multiple-baseline-across-participants single-subject research design was used to evaluate VM effects. Motor skill acquisition was assessed with validated developmental sequences of the standing long jump and the overarm throw. The results demonstrated that the VM intervention improved participants’ FMS performance and the improvement was maintained even after the withdrawal of the VM, 2 weeks after the last VM session. Qualitative data collected via a self-report enjoyment scale and field notes with the instructors elicited four factors that might have affected participants’ performance: their attention and motivation to perform the task and the skill complexity and reproduction. The data suggest that VM may be an efficient strategy for teaching FMS to preschool-age children. [ABSTRACT FROM AUTHOR]

Interacting with toys and other people is fundamental for developing social communication skills. However, children with autism spectrum disorder (ASD) are characterized by having a significant impairment in social interaction, which often leads to deficits in play skills. For this reason, methods of teaching play skills to young children with ASD have been well documented. Although previous studies have examined a variety of instructional strategies for teaching skills, few studies have evaluated the potential of using robotic devices. The purpose of the present study is to examine whether automatic feedback provided by colored lights and vibration via paired robotic devices, COLOLO, facilitates social play behaviors in children with ASD. We also explore how social play relates to social interaction. COLOLO is a system of paired spherical devices covered with soft fabric. All participants in this study were recruited as volunteers through the Department of Psychology at Keio University. The pilot study included three participants diagnosed with Pervasive Developmental Disorders (PDDs; 5- to 6-year-old boys), and compared experimental conditions with and without automatic feedback from the devices (colored lights and vibration). The results indicated that the participants in the condition that included feedback from the devices exhibited increased rates of ball contact and looking at the therapist’s ball, but did not exhibit increased rates of eye contact or positive affect. In the experimental study, a systematic replication of the pilot study was performed with three other participants diagnosed with PDDs (3- to 6-year-old boys), using an A-B-A-B design. Again, the results demonstrated that, in the condition with colored lights and vibration, the children increased ball contact as well as looking at the therapist’s ball. However, the results did not show the effect of automatic feedback consistently for three children. These findings are discussed in terms of the potential of paired robotic devices as a method to facilitate social play for children with ASD.

Proficiency in fundamental motor skills (FMS) is important for the health and overall development of children. Using a multiple-baseline-across-participants single-subject design, this study provided preliminary data on the effectiveness of videomodeling (VM) displayed via an iPad on the acquisition and maintenance of the standing long jump (SLJ) by six middle school children with moderate intellectual disabilities (ID). The study also explored whether the participant's initial gross-motor development and off-task behaviors while watching instructional videos affected the acquisition of SLJ. Results demonstrated an increase in the number of correctly performed SLJ critical elements during the implementation of VM for all participants with higher and one participant with lower initial scores on the Test of Gross Motor Development-2 (TGMD). The increased performance was maintained two weeks after withdrawal of the intervention. The intervention had no effect on the acquisition of SLJ critical elements of two participants with lower TGMD initial scores. Participants who demonstrated off-task behaviors while watching the SLJ video demonstrated lower levels of SLJ acquisition. The preliminary data from this study suggest that the eventual use of VM as an additional and alternate type of instruction can lead to improved acquisition and maintenance of FMS by children with moderate ID. [ABSTRACT FROM AUTHOR]

The article discusses the study on the differential comparison between the standard van sign versus intervention signs such as pictorial representation of a ramp-equipped van with messages. It cites that the intervention signs reduces the non-ramp or lift equipped vehicles (NRLEV) parking in the designated van accessible parking space. The article also discusses that the findings can be recommended for changes in state and national accessible parking policies.

Bu çalışmanın amacı; otistik çocuklarda doğrudan öğretim yönteminin denge tekerlekli bisiklet kullanma becerisinin kazandırılmasına etkisini araştırmaktır. Bu genel amaca ulaşmak üzere çocuklara psiko-motor ince- kaba devinsel beceriler ve dikkat kontrolünü artırıcıbir öğretim sunulmuştur. Çalışmaya 3-6 yaşarasıdenge tekerlekli bisiklet kullanma becerisinden yoksun 3 otistik çocuk alınmıştır. Araştırmanın örneklemine alınan çocukların 3’ü de erkektir. Araştırma tek denekli araştırma yöntemlerinden denekler arasıyoklama evreli çoklu yoklama modeline göre yapılmıştır. Bu çalışmada çocuklara denge tekerlekli bisiklet kullanma becerisi öğretimi için doğrudan öğretim yöntemi kullanılmıştır. Çalışmalar bire bir yapılandırılmışortamlarda gerçekleştirilmiştir. Çocuklar bu beceriyi öğrendiklerinde; dikkat gelişimi, beden denge kontrolü ve kas gelişimlerine katkısağlayacağıdüşünülmektedir. Araştırmanın sonucunda genelleme, izleme, uygulama ve gözlemciler arasıgüvenirlik verileri toplanmıştır. Araştırmaya katılan çocukların hepsi denge tekerlekli bisiklet kullanma becerisini kazanmışlardır.

Introduction: Cognitive Orientation to daily Occupational Performance (CO-OP) approach has been shown to be effective for improving the performance of tasks worked on in therapy and the use of cognitive strategies. No study to date seems to have explored its effectiveness for improving performance of untrained tasks (inter-task transfer) in children with Developmental Coordination Disorder (DCD).Objective: This study aimed to determine whether CO-OP leads to improved performance in an untrained task.Methods: A single-subject design with multiple baselines across skills was adopted, with three replications. Four children with DCD (7-12years) received 10 sessions of CO-OP intervention where each child worked on three tasks during therapy sessions and a fourth task was identified, but not worked on, to verify inter-task transfer. Task performance was rated over four phases (baseline, intervention, post-intervention, follow-up) using the Performance Quality Rating Scale (PQRS-OD). Graphed data was statistically analyzed using a two or three standard deviation band method.Results: Significant improvement was obtained for 11 of 12 tasks worked on during therapy and for two of the four untrained tasks.Conclusion: These results indicate that the effectiveness of CO-OP to improve untrained tasks in children merit further exploration. [ABSTRACT FROM AUTHOR]

This study marks the first application of Acceptance and Commitment Therapy (ACT) to the treatment of a university student with music performance anxiety (MPA). ACT is a newer, “third-wave” therapy that differs from previous MPA treatments, because its goal is not to reduce symptoms of MPA. Rather, ACT aims to enhance psychological flexibility in the presence of unwanted symptoms through the promotion of six core processes collectively known as the ACT “hexaflex.” For this study, an undergraduate violinist with debilitating MPA received a 10-session ACT treatment using a single-subject design. Treatment consisted of an orientation to ACT, identification of experientially avoidant behaviors, facilitation of hexaflex processes, in-session performances in which valued behaviors were practiced, meditations, homework, and regular completion of ACT-based and symptom-based measures. Clinically significant improvements were observed in her ability to accept and defuse from her anxious thoughts and feelings at post-treatment and at a 1-month follow-up. Her performance quality also improved at post-treatment. Although symptom reduction was not a goal, her MPA and overall distress were significantly reduced, and her perceived control over MPA significantly improved at post-treatment and follow-up. These results suggest ACT may be an effective treatment option for MPA and should be studied further. [ABSTRACT FROM AUTHOR]

This study examined the effects of an early reading intervention on preschool-age dual language learners' (DLL) early literacy skills. Instruction in phonological awareness and alphabet knowledge was embedded in interactive reading strategies, also known as dialogic reading. A single subject multiple baseline across subjects design was applied to 15 DLL preschool children. The intervention was delivered in participating children's home language, Spanish (L1). Children's growth in emergent literacy skills in Spanish and in English was monitored during baseline and intervention conditions. Visual analysis of single subject graphs indicated gains across all participants. In addition, paired-samplest-tests showed significant growth between pre- and post-tests in both English and Spanish of participating children. The findings have implications for research, practice, and policy-making. [ABSTRACT FROM PUBLISHER]

The spatial coherence of spontaneous slow fluctuations in the blood-oxygen-level dependent (BOLD) signal at rest is routinely used to characterize the underlying resting-state networks (RSNs). Studies have demonstrated that these patterns are organized in space and highly reproducible from subject to subject. Moreover, RSNs reorganizations have been suggested in pathological conditions. Comparisons of RSNs organization have been performed between groups of subjects but have rarely been applied at the individual level, a step required for clinical application. Defining the notion of modularity as the organization of brain activity in stable networks, we propose DANI - Detection of Abnormal Networks in Individuals - to identify modularity changes at the individual level. The stability of each RSN was estimated using a spatial clustering method: BASC Bootstrap Analysis of Stable Clusters (Bellec et al Neuroimage,51(3),2010). Our contributions consisted in (i) providing functional maps of the most stable cores of each networks and (ii) in detecting abnormal individual changes in networks organization when compared to a population of healthy controls. DANI was first evaluated using realistic simulated data, showing that focussing on a conservative core size (50% most stable regions) improved the sensitivity to detect modularity changes. DANI was then applied to resting state fMRI data of six patients with focal epilepsy who underwent multimodal assessment using simultaneous EEG/fMRI acquisition followed by surgery. Only patient with a seizure free outcome were selected and the resected area was identified using a post-operative MRI. DANI automatically detected abnormal changes in 5 out of 6 patients, with excellent sensitivity, showing for each of them at least one abnormal lateralized network closely related to the epileptic focus. For each patient, we also detected some distant networks as abnormal, suggesting some remote reorganization in the epileptic brain.

Introduction Intensive aphasia treatment has been employed with equivocal results likely due in part to variability in the severity of participants as well as in the parameters that comprise intensity (e.g., session duration). Intensive Language Action Therapy (ILAT; Difrancesco, Pulvermüller, & Mohr, 2012) is an intensive aphasia therapy that has been replicated successfully and also tends to use similar dosage parameters across replication studies (Barthel, Meinzer, Djundja, & Rockstroh, 2008; Kurland, Pulvermüller, Silva, Burke, & Andrianopoulos, 2012; Maher, 2006; Meinzer et al., 2004). Those with more severe aphasia are thought to have the most to gain from ILAT since they could potentially benefit more from the “forced use” aspect than those who have more residual language (Meinzer et al., 2008). Since Pulvermüller and colleagues’ (2001) initial study, several successful replication studies have shown increases on standardized tests, discourse measures or functional communication outcomes. The dosage for these tends to be approximately thirty hours over two weeks or less. If the dosage of ILAT contributes to gains as suggested by evidence from work in our lab (Mozeiko, Myers, & Coelho, 2011), then it is possible that increasing the dosage to sixty hours over four weeks might produce even greater outcomes. The present study employed a modified multiple probe technique (McReynolds & Kearns, 1983) in which ILAT was delivered at a dosage of three hours per day for twenty days. Discourse productivity and naming accuracy were probed daily. In addition, fMRI scanning was performed at four time points throughout the treatment process in order to compare potential language changes to changes in neural activation patterns with each participant acting as his or her own control. These results are expected to contribute to the limited fMRI results from investigations of neural recovery throughout an extended aphasia treatment period. Methods Participants Two participants were recruited from a university-based aphasia group. They were both right handed, one male (S1) and one female (S2), 51 and 31 months post left CVA. Both participants were classified as having moderate-severe aphasia with scores on the Western Aphasia Battery Aphasia Quotient (WAB AQ; Kertesz, 1982) of 38.5 for S1 and 51.7 for S2. Lesion volumes were 99,671 mm3 and 67,250 mm3 for S1 and S2 respectively. Neither fit neatly into an aphasia classification but S1 would be considered nonfluent and S2 was considered to have a more fluent aphasia type. While taking part in the study, individuals did not participate in any other form of language rehabilitation. Intervention ILAT was administered according to the protocol described by Maher and colleagues (2006) with target responses increasing in difficulty over time. Three-hour sessions were conducted five days a week, for four weeks for a total of 60 hours of treatment. The few studies that report follow-up data after ILAT, tend to report additional increases in language production four weeks post the “standard” two week treatment dosage (e.g.,Maher et al., 2006; Mozeiko et al., 2011; Szaflarski et al., 2008). In order to a) capitalize on the probable continued neural change occurring post treatment and b) provide a time-off from a very rigorous treatment schedule, a five week break was incorporated after the first 30 hours of treatment. Participants were required to produce and respond to verbal communication with the verbal modality only. Participants were instructed on linguistic targets prior to each session and the clinician provided cueing as necessary. Assessments Standardized tests, treatment and generalization probes and fMRI scans were administered at four time points: pre-treatment, mid-treatment, post-treatment and at an eight week follow-up. Standardized assessments included the WAB AQ, the Boston Naming Test (BNT; Kaplan et al., 1983) and the Computerized Revised Token Test (CRTT; McNeil et al., 2008). Probes of treatment and generalization were administered daily. These assessed performance on the trained materials, equivalent untrained materials and maintenance of mastered levels. To assess generalization of treatment to connected speech, picture descriptions were elicited. Discourse probes were administered after every six hours of treatment and analyzed for Correct Information Units (CIUs, Nicholas & Brookshire, 1993) and then the proportion of CIUs to total words and CIUs/minute were calculated to measure efficiency of verbal production. FMRI scans were conducted in order to compare corresponding language changes over time. Temporal sparse sampling was used to allow monitoring of overt responses in the scanner. Responses consisted of the naming of previously established “hard” and “easy” trained and untrained stimuli. Analyses of activation and lateralization within three bilateral regions of interest (ROIs), including the inferior frontal gyrus, were performed for each participant. Results Standardized test measures S1 and S2 increased WAB AQ scores by 14 and 12.3 points respectively and each increased by 200% on the BNT by the end of Treatment Period I (see Table 1). No further increase was observed on the WAB AQ following Treatment Period II but there were continued gains on the BNT with an additional 250% and 100% gain for S1 and S2 respectively. No change was seen on the CRTT. Probes of Treatment and Generalization Both participants improved but did not achieve criteria of 80% accuracy on Level 1 (high frequency words). After week 1, Level 2 (low frequency words) was initiated in accordance with the protocol established. See Figures 1 and 2. S1 demonstrated negligible-small effect (2.6; Beeson & Robey, 2006) following Treatment Period I but a moderate effect (7.8) following Treatment Period II. S2 demonstrated moderate effect size (6.4) in response to treatment following Treatment Period I which increased to 8.2 (approaching large effect) following Treatment Period II. Small-moderate effect sizes were also observed for untrained items for both participants following Treatment Period II only. Note that the above refers only to Level 1 items as there was negligible-small effect with Level 2 items (range of 0.8 - 3.8) Probe data of generalization to discourse demonstrated moderate increases in slope for productivity for both participants. Effect sizes following Treatment Period I were 11.9 (large) and 6.6 (moderate) and following Treatment Period II were 6.3 (moderate) and 13.7 (large) for S1 and S2 respectively. (see Figures 3 and 4). Neuroimaging In order to qualitatively compare activation across scans for each participant, an anatomical ROI was used. There was greater activation change in the right hemisphere inferior frontal gyrus than in the left for both participants (see Figures 5 and 6). Maximum activation for S1 was observed after Treatment Period I. For S2, it was observed after Treatment Period II. Discussion Behavioral results • Larger effects of treatment following Treatment Period II suggest that a second dose of intensive treatment is beneficial to those with moderate-severe chronic aphasia. • Benefits from a second dose included increases on untrained materials suggesting that more treatment may be necessary in order for generalization to untreated materials to occur. • Consistent gains on discourse probes were observed in the second treatment session during which more complex stimuli were trained. • Results from the WAB AQ showed increases well over the five point gain considered clinically significant following Treatment Period I but additional increases were not observed following Treatment Period II. This highlights the importance of non-standardized measures to document treatment responsiveness Neuroimaging results • Increased activation in S2’s bilateral inferior frontal gyrus following the second treatment session indicates that a second Treatment Period can influence continued neuroplastic change in severe, chronic aphasia. • S1 appears to show the most activation following Treatment Period I. It is possible that his greater lesion volume or site did not allow for benefit from a second dose to the same degree as S2. • Activation changes (or lack thereof) in both cases corresponded with performance on the naming task in the scanner, reflecting the effect of treatment. • For S2, neuroimaging supported the behavioral results which favor a second dose of ILAT. For S1, behavioral results, particularly in his consistent increases on the BNT, are not supported by either the behavioral results in the scanner or the BOLD response.

Objective: This study investigated the effectiveness of iPad-presented social stories in increasing the on-task behaviour of three young children with autism. Method: A single-subject with multiple baseline across participants design was employed with three 4-year-old children to assess intervention effectiveness during structured table top activities. Observational data were digitally recorded, scored, graphed, and interpreted using 10-second interval measures over 5-min periods across baseline, intervention, and withdrawal phases. Results: The combination of the social story together with the iPad proved to be an effective intervention for one of the three child participants. These findings confirm that the intervention may be effective with some children, but not others. Conclusion: Overall, this study builds on existing research that supports social stories as a promising practice. Further research into the use of iPad-presented social stories, particularly for children of varying ages, abilities, and learning styles is recommended. [ABSTRACT FROM AUTHOR]

The purpose of this study was to examine the use of email by people with intellectual disability across multiple technological devices or platforms. Four individuals with intellectual disability participated in this study. Participants were taught how to access and send an email on a Windows desktop computer, laptop, and an iPad tablet device. Results indicated a functional relation. All participants acquired and generalized sending and receiving an email from multiple platforms. Conclusions are discussed about the importance of empowering people with intellectual disability by providing multiple means of expression, including the ability to communicate effectively using a variety of devices. [ABSTRACT FROM AUTHOR]

A review of the article "Effectiveness of community-based social media groups for caregivers of school-aged augmentative and alternative communication users" by L. Barrett is presented.

The spatial coherence of spontaneous slow fluctuations in the blood-oxygen-level dependent (BOLD) signal at rest is routinely used to characterize the underlying resting-state networks (RSNs). Studies have demonstrated that these patterns are organized in space and highly reproducible from subject to subject. Moreover, RSNs reorganizations have been suggested in pathological conditions. Comparisons of RSNs organization have been performed between groups of subjects but have rarely been applied at the individual level, a step required for clinical application. Defining the notion of modularity as the organization of brain activity in stable networks, we propose Detection of Abnormal Networks in Individuals (DANI) to identify modularity changes at the individual level. The stability of each RSN was estimated using a spatial clusteringmethod: Bootstrap Analysis of Stable Clusters (BASC) (Bellec et al., 2010). Our contributions consisted in (i) providing functional maps of the most stable cores of each networks and (ii) in detecting "abnormal" individual changes in networks organization when compared to a population of healthy controls. DANI was first evaluated using realistic simulated data, showing that focussing on a conservative core size (50% most stable regions) improved the sensitivity to detect modularity changes. DANI was then applied to resting state fMRI data of six patients with focal epilepsy who underwent multimodal assessment using simultaneous EEG/fMRI acquisition followed by surgery. Only patient with a seizure free outcome were selected and the resected area was identified using a post-operative MRI. DANI automatically detected abnormal changes in 5 out of 6 patients, with excellent sensitivity, showing for each of them at least one "abnormal" lateralized network closely related to the epileptic focus. For each patient, we also detected some distant networks as abnormal, suggesting some remote reorganization in the epileptic brain. [ABSTRACT FROM AUTHOR]

Social stories play a significant part in the teaching skills and behaviors to children with ASD who lack social skills. The purpose of this study is to analyze studies in which social stories were used for teaching social skills to individuals with Autism Spectrum Disorders (ASD). The present study includes a descriptive review and meta-analysis of single-subject studies that met the criteria. In all studies, social validity, maintenance, and generalization data were collected in 56.25%, 50%, and 31.25% of the respective studies. Although most studies showed that social stories were effective in teaching social skills to children with ASD in the descriptive study, in the meta-analytic study, the mean of Percantage of Non-overlapping Data (PND) scores for all studies was 63.43%, with a range of 0% to 100%. Results suggest that social stories should not yet be considered as evidence based practice for teaching social skills to individuals with ASD. However, social stories seem to be a promising practice that warrants future research. Results will be discussed extensively and future directions for research and practice will be addressed. [ABSTRACT FROM AUTHOR]

Purpose: Individuals with Down syndrome (DS) may be at heightened risk for stroke due to a combination of physiological conditions and lifestyle choices. There remains a lack of information regarding the effectiveness of exercise training on individuals with DS post-stroke. This case report describes the effects of a comprehensive exercise program on an individual with DS who had sustained a stroke. Method: A 20-year-old male with DS recovering from a left hemorrhagic stroke 18 months previous underwent a 12-week land and water-based program 60 minutes/session, 5 sessions/week. Exercise sessions addressed specific limitations, including cardiorespiratory fitness, generalized muscle weakness, balance deficits, and reduced ambulatory ability in terms of speed, gait pattern and walking tolerance. Results: Between the baseline and 6-month follow-up assessments improvements were noted in peak oxygen consumption (VO2peak, 8% increase), one-repetition maximum (51%), community balance and mobility scale (54%), comfortable walking speed (42%), six-minute walk test (28%) and daily step count (21%). Conclusion: Improved cardiorespiratory fitness, strength, balance and mobility provide preliminary evidence of the trainability of individuals with both DS and stroke. Future studies are warranted to investigate the role of exercise in risk factor reduction for primary and secondary prevention of stroke in people with DS. [ABSTRACT FROM AUTHOR]

We examined whether different doses of therapeutic riding influenced parent-nominated target behaviors of children with autism spectrum disorder (ASD) (a) during the session (b) at home, and (c) in the community. We used a single subject multiple Baseline, multiple case design, with dosing of 1, 3, and 5 times/week. Three boys with ASD, 6-8 years of age participated, and counts of target behaviors were collected in each setting and phase of the study. Compared to Baseline, 70 % of the target behaviors were better during Intervention and improvement was retained in 63 % of the behaviors during Withdrawal. Increased doses of therapeutic riding were significant for magnitude of change, and the effect of the therapeutic riding sessions generalized to home and community. [ABSTRACT FROM AUTHOR]

This study examined the use of the Apple iPad for learning by children with developmental disabilities (DD), including those on the autism spectrum. A single case design was used to record the participation of four students with DD when taught with their standard computer at baseline, followed by the introduction of the iPad. A six-component participation scale was developed to quantify observations of these students during the learning sessions. Visual analysis of data indicated no differences in participation with the iPad as compared to the computer for three of the four subjects. One subject appeared to have notably higher participation with the iPad. Individual variations were identified in each student along with some common concerns with attention, task persistence, and goal directed behavior with use of the iPad. Student academic scores improved during the course of iPad use. Nevertheless, the findings drawn from this pilot study do not justify the use of the iPad over the computer (and vice versa) for achieving academic goals in students with DD. The need to document best practices and barriers in use of emerging touch-tablet devices to support individualized education was clearly evident. [ABSTRACT FROM PUBLISHER]

Stuttering and autism can co-occur and when they do it presents a significant communication challenge. This study examined the effectiveness of a modified version of the fluency rules program (FRP; Runyan and Runyan, Stuttering and related disorders of fluency, in ) to reduce stuttering frequency in a man with autism spectrum disorder (ASD). The participant's percentage of stuttered words (%SW) was calculated during conversational interactions with multiple conversation partners both within and outside of the clinic treatment sessions. Visual inspection methods revealed a reduction in %SW from an average of 14.5 %SW during baseline to 2.07 %SW during the withdrawal phase. The mean baseline reduction in %SW from baseline to the second treatment phase was 91.8 %. The FRP holds promise for reducing %SW in persons with ASD who stutter. [ABSTRACT FROM AUTHOR]

In this article the author discusses how an evidence-based practice was modified to treat an intellectually disabled client with oppositional behavior. Parent Management Training was modified to treat the client. A single-subject A–B design was used. Behavior improved from 1.57 (SD = .78) to 0.63 (SD = .71) episodes of negative behavior per day from baseline to intervention, and findings were significant (t = 2.83, p = .01). Follow-up with the family indicated sustained improvement one year after the intervention was discontinued. Consideration should be given to using principles of Parent Management Training to create formal plans for addressing problem behaviors across settings with intellectually disabled clients. [ABSTRACT FROM PUBLISHER]