Using a Tag as a Stimulus Prompt to Increase Correct Dressing Orientation

Autor/inn/en	Foster, Hannah G.; Elliott, Tyler-Curtis C.; Ayres, Kevin M.
Titel	Using a Tag as a Stimulus Prompt to Increase Correct Dressing Orientation
Quelle	In: Research and Practice for Persons with Severe Disabilities, 48 (2023) 4, S.203-214 (12 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Elliott, Tyler-Curtis C.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1540-7969
DOI	10.1177/15407969231205849
Schlagwörter	Daily Living Skills; Clothing; Students with Disabilities; Autism Spectrum Disorders; Skill Development; Stimuli; Cues; Program Effectiveness; Accuracy; Preschool Children; Elementary School Students + Suchen Sie Ihr Suchwort? Alltagsfertigkeit; Kleidung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Autism; Autismus; Kompetenzentwicklung; Qualifikationsentwicklung; Anreizsystem; Stichwort; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule
Abstract	Dressing is an important skill for students with developmental disabilities, so they rely less on caregivers and build independence. Research evaluating dressing skills instruction commonly uses some type of graduated guidance to teach the skill. In this study, three students receiving special education services under autism eligibility had already received instruction on dressing skills using graduated guidance. Although this procedure was enough to teach the dressing steps (including putting on the clothing), it was not sufficient in teaching the student to put on the clothing with the correct orientation. Thus, these students walked out of the bathroom wearing clothes that were inside out and/or backward. We placed a 12-cm red stimulus prompt on the target clothing item and evaluated the effects on correct dressing orientation for these three students using a multiple probe design. For all three students, the stimulus prompt increased accuracy, and for two participants, accuracy was maintained. For the two students who maintained the skill, we systematically faded the tag, and they maintained perfect dressing orientation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01