Modifications of the One-More-Than Technique: A Comparison of Two Strategies for Teaching Purchasing Skills to Students with Intellectual Disability in Taiwan

Autor/inn/en	Hsu, Guo-Liang; Tang, Jung-Chang; Hwang, Wu-Yuin; Li, Yung-Chang; Hwang, Wu-Yuin; Li, Yung-Chang; Hung, Jung-Chao; Wei, Chun-Hwa
Titel	Modifications of the One-More-Than Technique: A Comparison of Two Strategies for Teaching Purchasing Skills to Students with Intellectual Disability in Taiwan
Quelle	In: Education and Training in Autism and Developmental Disabilities, 51 (2016) 2, (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2154-1647
Schlagwörter	Foreign Countries; Computation; Money Management; Teaching Methods; Males; Secondary School Students; Moderate Intellectual Disability; Handheld Devices; Purchasing; Skill Development; Maintenance; Generalization; Training; Observation; Interviews; Special Education Teachers; Parent Attitudes; Teacher Attitudes; Intervention; Program Effectiveness; Children; Intelligence Tests; Taiwan; Wechsler Intelligence Scale for Children + Suchen Sie Ihr Suchwort? Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Male; Männliches Geschlecht; Sekundarschüler; Beschaffungswesen; Kauf; Kompetenzentwicklung; Qualifikationsentwicklung; Ausbildung; Beobachtung; Interviewing; Interviewtechnik; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Elternverhalten; Lehrerverhalten; Child; Kind; Kinder; Intelligence test; Intelligenztest
Abstract	The demands of money-counting skills potentially limit individuals with intellectual disability (ID) to master the one-more-than technique, particularly in Taiwan, which requires high daily minimum living expense for supporting an individual's daily life. Employing a multiple treatment design across price ranges and settings, this study compared effects of two approaches of the one-more-than technique on the independent payment for four male secondary school students with moderate ID. Results demonstrated that the approach using the mobile purchasing assistance system (MPAS approach), embedded with the one-more-than technique, was of greater benefit than simply using the traditional one-more-than technique (TOMT approach) to instruct students with inconsistency of money-counting skills to independently purchase goods costing high a level of price range, reaching the daily minimum living expense in local environment. Furthermore, the newly acquired skill was effectively maintained and generalized to four non-trained new environments for at least eight weeks after the removal of the MPAS intervention. (As Provided).
Anmerkungen	Division on Autism and Developmental Disabilities, Council for Exceptional Children. DDD, P.O. Box 3512, Fayetteville, AR 72702. Tel: 479-575-3326; Fax: 479-575-6676; Web site: http://daddcec.org/Publications/ETADDJournal.aspx
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01