View in EDS PDF Full Text

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

Saved in:
Bibliographic Details
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
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
FullText Links:
  – Type: pdflink
    Url: https://content.ebscohost.com/cds/retrieve?content=AQICAHj0k_4E0hTGH8RJwT4gCJyBsGNe_WN95AvKlDbXJGqwxwGdyUG14gQ8zc9kN8mksgnLAAAA4jCB3wYJKoZIhvcNAQcGoIHRMIHOAgEAMIHIBgkqhkiG9w0BBwEwHgYJYIZIAWUDBAEuMBEEDEShjjrYM0iHIWoyZAIBEICBmpNLwJZBiDzxL9UGuQg1VLGgFqktGpS8EvdI53qCbcjMlPlOUJJyFjiHM0vSvJmywLlSNse2b0qepo5MYwr80rJxB-h0XNMF8D7w35UWGsOmSU2Zs4VHl6Na7dK0sZ5X0e2C_e_idAWaQLYOACsRnJ-TKYJasvXTA62KDblYRtYs9BA5dt6UU9ULfHgShiBebpO0-YM1CLOdo_M=
Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: EJ1183743
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: 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
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Gifford%2C+Audrey%22">Gifford, Audrey</searchLink><br /><searchLink fieldCode="AR" term="%22Redpath%2C+Caroline+C%2E%22">Redpath, Caroline C.</searchLink><br /><searchLink fieldCode="AR" term="%22Lionello-DeNolf%2C+Karen+M%2E%22">Lionello-DeNolf, Karen M.</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Education+and+Treatment+of+Children%22"><i>Education and Treatment of Children</i></searchLink>. 2018 41(3):345-356.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: 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
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 11
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2018
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Case+Studies%22">Case Studies</searchLink><br /><searchLink fieldCode="DE" term="%22Intellectual+Disability%22">Intellectual Disability</searchLink><br /><searchLink fieldCode="DE" term="%22Paraprofessional+Personnel%22">Paraprofessional Personnel</searchLink><br /><searchLink fieldCode="DE" term="%22Validity%22">Validity</searchLink><br /><searchLink fieldCode="DE" term="%22Inclusion%22">Inclusion</searchLink><br /><searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Down+Syndrome%22">Down Syndrome</searchLink><br /><searchLink fieldCode="DE" term="%22Prompting%22">Prompting</searchLink><br /><searchLink fieldCode="DE" term="%22Classroom+Techniques%22">Classroom Techniques</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+Children%22">Preschool Children</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty+Development%22">Faculty Development</searchLink><br /><searchLink fieldCode="DE" term="%22Reinforcement%22">Reinforcement</searchLink><br /><searchLink fieldCode="DE" term="%22Outcomes+of+Treatment%22">Outcomes of Treatment</searchLink><br /><searchLink fieldCode="DE" term="%22Questionnaires%22">Questionnaires</searchLink>
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0748-8491
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: Ref
  Label: Number of References
  Group: RefInfo
  Data: 12
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2018
– Name: URL
  Label: Access URL
  Group: URL
  Data: <link linkTarget="URL" linkTerm="https://wvupressonline.com/journals/etc" linkWindow="_blank">http://wvupressonline.com/journals/etc</link>
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1183743
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1183743
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 11
        StartPage: 345
    Subjects:
      – SubjectFull: Case Studies
        Type: general
      – SubjectFull: Intellectual Disability
        Type: general
      – SubjectFull: Paraprofessional Personnel
        Type: general
      – SubjectFull: Validity
        Type: general
      – SubjectFull: Inclusion
        Type: general
      – SubjectFull: Intervention
        Type: general
      – SubjectFull: Down Syndrome
        Type: general
      – SubjectFull: Prompting
        Type: general
      – SubjectFull: Classroom Techniques
        Type: general
      – SubjectFull: Preschool Children
        Type: general
      – SubjectFull: Faculty Development
        Type: general
      – SubjectFull: Reinforcement
        Type: general
      – SubjectFull: Outcomes of Treatment
        Type: general
      – SubjectFull: Questionnaires
        Type: general
    Titles:
      – TitleFull: 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
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Gifford, Audrey
      – PersonEntity:
          Name:
            NameFull: Redpath, Caroline C.
      – PersonEntity:
          Name:
            NameFull: Lionello-DeNolf, Karen M.
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2018
          Identifiers:
            – Type: issn-print
              Value: 0748-8491
          Numbering:
            – Type: volume
              Value: 41
            – Type: issue
              Value: 3
          Titles:
            – TitleFull: Education and Treatment of Children
              Type: main
ResultId 1