Influence of Reinforcers on the Time-on-Task Performance of Adolescents Who Are Profoundly Mentally Retarded

Owlia, Gholamali; French, Ron; Ben-Ezra, V.; Silliman, Lisa M.

doi:10.1123/apaq.12.3.275

Cited by 11 publications

(9 citation statements)

References 20 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Libby et al (2008) incorporated student preference by initiating training sessions with a choice between two highly desired foods delivered after correct functional motor skill responses. Others' reinforcement plans have used audio/visual music (Owlia et al, 1995) and toys (Radstaake et al, 2014) to systematically reinforce correct responses.…”

Section: Specific Reinforcement Plansmentioning

confidence: 99%

“…Research also suggests teachers should emphasize positive reinforcement strategies such as verbal praise to help students obtain self-reinforcement (Batu, 2008;Bidwell & Rehfeldt, 2004;Luiselli, 2000;Owlia et al, 1995).…”

Section: Specific Reinforcement Plansmentioning

confidence: 99%

“…Thus, functional motor skill assessments utilize well-organized task analyses where desired functional motor skills are segmented into chained, sequential steps. Task analyses can then be used to measure subtask completion with prompting systems such as most to least (Libby et al, 2008), varied forms of prompting (Bidwell & Rehfeldt, 2004), and reinforcement plans (Owlia et al, 1995).…”

Section: Specific Reinforcement Plansmentioning

confidence: 99%

“…The purpose of functional motor skill training programs is to prepare students for adult life with as much independence as possible across the domains of home, work, community, recreation, and leisure (Block & Block, 1999). Such training programs have been investigated extensively across various outcomes such as toilet training (Radstaake et al, 2014), home and daily living skills (Batu, 2008;Bidwell & Rehfeldt, 2004), vocational tasks (Cihak, Kessler, & Alberto, 2008), and recreational and/or leisure outcomes (Libby, Weiss, Bancroft, & Ahearn, 2008;Owlia, French, Ben-Ezra, & Silliman, 1995;Zhang, Cote, Chan, & Liu, 2004).…”

mentioning

confidence: 99%

See 3 more Smart Citations

Effects of an adapted physical education training package on special education teacher instruction

Laughlin

Murata

McDougall

2018

Behavioral Interventions

View full text Add to dashboard Cite

This study investigated the impact of an adapted physical education training package on functional motor skill instruction of three special education teachers who instructed secondary students with low-incidence disabilities. The training package emphasized teachers' use of systematic prompting and specific reinforcement teaching strategies plus adapted physical education consultation. We used a multiple baseline design and collected data on the three teachers' use of systematic prompting and specific reinforcement plans during videotaped teaching trials. We also collected data on how teachers documented their instructional strategies, and we analyzed personal reflections that teachers wrote in the journals. Results indicated that with each of the three teachers, correctly implemented functional motor skill instructional performance improved after they completed the training package.

show abstract

Section: Specific Reinforcement Plansmentioning

confidence: 99%

Section: Specific Reinforcement Plansmentioning

confidence: 99%

Section: Specific Reinforcement Plansmentioning

confidence: 99%

mentioning

confidence: 99%

See 2 more Smart Citations

Effects of an adapted physical education training package on special education teacher instruction

Laughlin

Murata

McDougall

2018

Behavioral Interventions

View full text Add to dashboard Cite

show abstract

“…Nevertheless, time-on-task is a powerful tool for enhancing short-term skill retention (Iserbyt, 2015), even in populations with severe cognitive impairments (Owlia, French, Ben-Ezra, & Silliman, 1995). Therefore, each intervention session will be videorecorded to collect the amount of time on task.…”

Section: Test Of Gross Motor Development-3 Rd Edition (Tgmd-3)mentioning

confidence: 99%

A Mixed-Methods Analysis of the Effects of a Fundamental Motor Skills Intervention for Children with Autism Spectrum Disorder

Colombo-Dougovito

View full text Add to dashboard Cite

Autism spectrum disorder (ASD) is a complex neurodevelopmental disorder characterized by deficits in social communication and pervasive repetitive behaviors (American Psychiatric Association [APA], 2013). Further, ASD is one of the fastest rising childhood developmental disorders, affecting 1 in 68 children (Christensen et al., 2016). In addition to the hallmark charactizations of this condition is a growing body of research (Lloyd, MacDonald, & Lord, 2013;Liu, Hamilton, Davis, ElGarhy, 2014;Staples & Reid, 2010) that suggests that individuals with ASD also demonstrate delays in the development of gross motor skills. Despite mounting evidence of delay, few interventions have targeted gross motor skills as an outcome (Staples, MacDonald, Zimmer, 2012). Three recent studies (Bremer, Crozier, & Lloyd, 2016; Ketcheson, Hauck, & Ulrich, 2016), amoung others, demonstrate the increasing awareness to this issue; however, continued theory-based research is needed to builded an effective motor intervention for children with ASD.The purpose of this parallel, convergent mixed methods design study was to test the validity and effectiveness of a fundamental motor skill (FMS) intervention for children with ASD that uses dynamic systems theory (DST; Newell, 1986). The intervention was based on intentional manipulations of task constraints, hereafter referred to as task modifications, to build FMS. This study incorporated both quantitative and qualitative data to understand not only how the task modifications work to influence the motor performance of children with and without ASD, but how potential changes in motor performance, or the perception of, was understood by parents. Furthermore, this study sought to understand how the intervention effected the daily lives of the individual iv and their family.Results revealed that a motor intervention based on dynamic systems theory may: (a) significantly improve gross motor performance of children; (b) provide an effective means to build motor skills in children with ASD; and (c) allow for a high level of engagement and successful practice. Furthermore, parent interviews suggest that there are number of barriers to physical activity, as well as many benefits. Futher, results suggest that the home environment may play a role in the gain made during a school based intervention; acting as an environmental constraint. Lastly, when looking at changes in motor performance compared to themes discussed by parents, data suggest that motor skills may play a role as a mediating factor in a child's physical activity level.Additionally, the results suggest that direct changes from increases in motor performance may have delayed indirect changes in other developmental skill and in the child's life.While data suggest significant improvements, a small sample size and the heterogeneity of ASD limit the overall generalizability of the intervention. Further research is necessary to fully understand the potential of an intervention based on task modifications. Moreover, while significant finding...

show abstract

The Effects of Music on Physiological and Affective Responses to Treadmill Walking in Adults with Down Syndrome: a Pilot Study

2021

View full text Add to dashboard Cite

Influence of Reinforcers on the Time-on-Task Performance of Adolescents Who Are Profoundly Mentally Retarded

Cited by 11 publications

References 20 publications

Effects of an adapted physical education training package on special education teacher instruction

Effects of an adapted physical education training package on special education teacher instruction

A Mixed-Methods Analysis of the Effects of a Fundamental Motor Skills Intervention for Children with Autism Spectrum Disorder

The Effects of Music on Physiological and Affective Responses to Treadmill Walking in Adults with Down Syndrome: a Pilot Study

Contact Info

Product

Resources

About