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Full-Text Articles in Psychology
Using Video Prompting For Daily Living Skill Acquisition In Adults With Intellectual And Developmental Disabilities, Meghan Park Mitchell
Using Video Prompting For Daily Living Skill Acquisition In Adults With Intellectual And Developmental Disabilities, Meghan Park Mitchell
Masters Theses, 2020-current
The current study examined the effects of video prompting on the acquisition of a daily living skill with adults who have intellectual or developmental disabilities (IDD). A multiple baseline across participants design was used to assess whether a video prompting procedure was able to teach adults with IDD a daily living skill with minimal socially mediated instruction. It was found that performance increased once the intervention was applied. Future directions for research and application in teaching daily living skills to adults with IDD are discussed.
The Effects Of A Self-Recording Procedure On Student’S On-Task Behavior, Maria Leventhal
The Effects Of A Self-Recording Procedure On Student’S On-Task Behavior, Maria Leventhal
Masters Theses, 2020-current
This study investigated the isolated effects of self-management on students on-task behavior through an operant analysis. Two elementary-aged students, receiving ABA services at a special education school were taught to self-record their on-task behavior using a Gymboss miniMAX timer that cued them at variable intervals. Following baseline, students were trained to self-record using Behavior Skills Training. A series of phases was then implemented to gradually increase the intervals. To isolate the effects of self-recording, feedback and reinforcement were not provided. Using a multiple baseline across participants design, a functional relation was demonstrated between self-recording and on-task behavior.
An Analysis Of Behavior Management Strategies Used Within Parent-Child Interaction Therapy To Facilitate Verbalizations By Children With Developmental Disabilities, Megan Barnes
Masters Theses, 2020-current
We examined the effects of the procedures recommended for interventions using the Parent-Child Interaction Therapy (PCIT) protocols on child verbalizations. The effects of the procedures of Child-Directed Interaction (CDI) were examined in a non-concurrent multiple baseline across participants design. Two seven-year-old participants with developmental disabilities and language delay experienced a baseline condition followed by two experimental conditions during a free play environment. A range of child toys were rotated systematically throughout the study. The total number of therapist-child interactions remained consistent across all experimental conditions. The experimenter received bug-in-the-ear feedback about her use of the therapy components in order to …