Case Study: Extension of a Systematic Data-Based Reinforcement System to Increase Independence in Public-School Inclusion Settings to a Student with Down Syndrome and Intellectual Disability
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| Title: | Case Study: Extension of a Systematic Data-Based Reinforcement System to Increase Independence in Public-School Inclusion Settings to a Student with Down Syndrome and Intellectual Disability |
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| Language: | English |
| Authors: | Gifford, Audrey, Redpath, Caroline C., Lionello-DeNolf, Karen M. |
| Source: | Education and Treatment of Children. 2018 41(3):345-356. |
| Availability: | West Virginia University Press. P.O. Box 6295, West Virginia University, Morgantown, WV 26506. Tel: 866-988-7737; Tel: 304-293-8400; Fax: 304-293-6585; Web site: http://www.wvupress.com/index.php |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| Publication Date: | 2018 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Case Studies, Intellectual Disability, Paraprofessional Personnel, Validity, Inclusion, Intervention, Down Syndrome, Prompting, Classroom Techniques, Preschool Children, Faculty Development, Reinforcement, Outcomes of Treatment, Questionnaires |
| ISSN: | 0748-8491 |
| Abstract: | Prompt dependency in inclusion-setting students with intellectual disabilities is a challenge. Using a scientist-practitioner model, an intervention to shape independent responding was implemented by paraprofessionals for a student with Down syndrome. It included systematic reinforcement-schedule thinning, reduced paraprofessional proximity, and incorporation of peer models into prompting strategies. Independence on nine pre-academic skills improved by 25-100% (mean = 68.1%) as reinforcement criteria increased and paraprofessional proximity decreased. Although the intervention significantly departed from treatment as usual, social validity among stakeholders was high. |
| Abstractor: | As Provided |
| Number of References: | 12 |
| Entry Date: | 2018 |
| Access URL: | https://wvupressonline.com/journals/etc |
| Accession Number: | EJ1183743 |
| Database: | ERIC |
| Abstract: | Prompt dependency in inclusion-setting students with intellectual disabilities is a challenge. Using a scientist-practitioner model, an intervention to shape independent responding was implemented by paraprofessionals for a student with Down syndrome. It included systematic reinforcement-schedule thinning, reduced paraprofessional proximity, and incorporation of peer models into prompting strategies. Independence on nine pre-academic skills improved by 25-100% (mean = 68.1%) as reinforcement criteria increased and paraprofessional proximity decreased. Although the intervention significantly departed from treatment as usual, social validity among stakeholders was high. |
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| ISSN: | 0748-8491 |
