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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| 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] |
| Copyright of Education & Treatment of Children (West Virginia University Press) is the property of West Virginia University Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. 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.) | |
| Database: | Psychology and Behavioral Sciences Collection |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: pbh DbLabel: Psychology and Behavioral Sciences Collection An: 130466823 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=130466823 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1353/etc.2018.0018 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 11 StartPage: 345 Subjects: – SubjectFull: Inclusive education Type: general – SubjectFull: Students with disabilities Type: general – SubjectFull: Education of people with down syndrome Type: general – SubjectFull: Intellectual disabilities Type: general – SubjectFull: Public schools Type: general – SubjectFull: Learning problems Type: general – SubjectFull: Pathological psychology Type: general – SubjectFull: United States 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: 08 Text: Aug2018 Type: published Y: 2018 Identifiers: – Type: issn-print Value: 07488491 Numbering: – Type: volume Value: 41 – Type: issue Value: 3 Titles: – TitleFull: Education & Treatment of Children (West Virginia University Press) Type: main |
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