Concerns regarding a child's toothbrushing behavior may arise from their refusal to brush or in the event of diagnosis with early childhood caries (ECC). A question regarding self-testing while studying may arise out of concerns of a student's poor performance or health issues such as attention deficit hyperactivity disorder (ADHD). On the other hand, mental health concerns such as depression may compel an individual to question whether exercise can be significant to their wellbeing.
Intervention
In collecting information about the baseline for the research on a child's toothbrushing behavior, video recordings of parents' interaction with their children during toothbrushing hours were used to examine the potential interventions. Secondly, subjects design would be the baseline for investigating the effects of self-testing on students’ spelling accuracy. The test results would then be compared against that of their classmates before and after introducing self-monitoring intervention. Therefore, the dependent variables include toothbrushing, students' performance in weekly spelling tests, and depression, measured on a baseline of six months. The goal is to produce behavior changes and improve people's health conditions.
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Results
The interventions affect the dependent variables since the trend gradually increases and the latency slightly changes across observations. The duration of a parents' positive attention towards a child's oral health significantly improves toothbrushing behavior, suggesting that parental skills are a vital element for future behavioral oral health among children. In addition, self-testing intervention improves spelling accuracy and study concentration among students. Finally, establishing exercise as a behavior revealed significant declines in depression symptoms, showing positive moods based on the exercise frequency and not on duration or intensity of the training.
Figure 1. Single subject study on student self-testing (Rafferty et al., 2011)
References
Rafferty, L. A., Arroyo, J., Ginnane, S., & Wilczynski, K. (2011). Self-monitoring during spelling practice: Effects on spelling accuracy and on-task behavior of three students diagnosed with attention deficit hyperactivity disorder. Behavior analysis in practice, 4(1), 37-45.
