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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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.
Authors:	Gifford, Audrey, Redpath, Caroline C., Lionello-DeNolf, Karen M.
Source:	Education & Treatment of Children (West Virginia University Press). Aug2018, Vol. 41 Issue 3, p345-355. 11p.
Subjects:	Inclusive education, Students with disabilities, Education of people with down syndrome, Intellectual disabilities, Public schools, Learning problems, Pathological psychology
Geographic Terms:	United States
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. [ABSTRACT FROM AUTHOR]
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Database:	Psychology and Behavioral Sciences Collection

Description
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. [ABSTRACT FROM AUTHOR]
ISSN:	07488491
DOI:	10.1353/etc.2018.0018