Life skills instruction for children with developmental disabilities

Robison, Melinda A.; Mann, Tracie B.; Ingvarsson, Einar T.

doi:10.1002/jaba.602

Cited by 18 publications

(23 citation statements)

References 42 publications

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“…It will be important to consider and develop formalized booster protocols to support both parent and child success when results are not satisfactory. Robison et al () utilized a performance criterion of 75% and incorporated progressively increasing intertrial intervals within booster teaching, which would be useful to consider in progressing this research.…”

Section: Discussionmentioning

confidence: 99%

“…Researchers asked parents to use the chart as they preferred, with an emphasis on use as a visual reminder rather than a reinforcement system. The “prompt‐sheet” and “Progress and Practice Tracker” were designed as visual supports and self‐monitoring tools, as self‐monitoring has been posited to support intervention implementation in the natural environment and visual supports have recently been incorporated into the PLS program with success (e.g., Belfiore, Fritts, & Herman, ; Robison et al, ). To support child engagement during sessions, the researchers identified preferred activities by asking children what they liked to do at the outset of the study, provided a choice of activities (with discrete end points/products), and allowed children to change the activity at any stage during the session.…”

Section: Methodsmentioning

confidence: 99%

“…Fahmie and Luczynski () reported that the PLS program has been evaluated in different intervention formats (i.e., class‐wide, small group, one‐to‐one; Francisco & Hanley, ; Hanley et al, ; Luczynski & Hanley, ) and with modified teaching strategies (e.g., Beaulieu & Hanley, ; Francisco & Hanley, ). Recently, the PLS program has also demonstrated positive outcomes for children with developmental disabilities (e.g., Falligant & Pence, ; Robison, Mann, & Ingvarsson, ; Rodriguez, Levesque, Cohrs, & Niemeier, ) and has been evaluated outside of the United States (Gunning, Holloway, & Healy, ).…”

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confidence: 99%

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An evaluation of parents as behavior change agents in the Preschool Life Skills program

Gunning

Holloway

Grealish

2020

J of App Behav Analysis

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Parental involvement in intervention can support intervention efficacy, improve generalization, and increase accessibility. The Preschool Life Skills (PLS) program is designed to teach 13 preschool life skills and prevent problem behavior. The current study explores the utility of the PLS program as delivered by parents. In Experiment 1, 6 parents were taught to use the PLS program at home with their typically developing children (3 years 3 months to 4 years 11 months). This application of the PLS program led to an increase in preschool life skills and a decrease in problem behavior and supported some generalization of the target preschool life skills from the home to preschool settings. In Experiment 2, 7 parents were taught to use the PLS program with their children with autism spectrum disorder (ASD; 3 years 11 months to 6 years 9 months). Results overall supported the parent implementation of the program and highlighted modifications required to support positive outcomes for children with ASD.

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Section: Discussionmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

mentioning

confidence: 99%

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An evaluation of parents as behavior change agents in the Preschool Life Skills program

Gunning

Holloway

Grealish

2020

J of App Behav Analysis

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“…The PLS program has been effective in decreasing problem behavior and increasing school readiness skills in preschool environments with larger groups (≥10; Beaulieu, Hanley, & Roberson, 2012; Gunning, Holloway, & Healy, 2018; Hanley, Fahmie, & Heal, 2014; Hanley et al, 2007), smaller groups (<10; Luczynski & Hanley, 2013; Luczynski, Hanley, & Rodriguez, 2014), in one‐on‐one teaching (Falligant & Pence, 2017; Francisco & Hanley, 2012; Kraus, Hanley, Cesana, Eisenberg, & Jarvie, 2012; Robison, Mann, & Ingvarsson, 2020), and with children with autism spectrum disorder and developmental disorders (Falligant & Pence, 2017; Francisco & Hanley, 2012; Pelletier, 2018). The PLS may be a good treatment option for children diagnosed with ADHD since these children often lack necessary school readiness skills that are important for successful transition from preschool to elementary school (American Psychiatric Association, 2013b; Baldursson et al, 2012) and intervention for ADHD is considered most effective when individualized (Gelfand & Drew, 2003).…”

Section: Introductionmentioning

confidence: 99%

The effects of individualized teaching of school readiness skills to children in preschool with attention‐deficit/hyperactivity disorder symptoms

Víðisdóttir

Sveinbjörnsdóttir

2020

Behavioral Interventions

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Attention‐deficit/hyperactivity disorder (ADHD) is one of the most common neurodevelopmental disorders diagnosed among children and adolescents. ADHD is associated with a wide range of health and developmental risks, emotional and behavioral disorders, lack of social skills, and academic underachievement. The purpose of this study was to evaluate the effectiveness of the preschool life skills (PLS) program in teaching important life skills to a 5‐year old girl being assessed for ADHD. The participant was taught eight PLS, divided into three units that focused on instruction following, functional communication, and tolerance skills. Teaching included instructions, modeling, role‐play, and feedback/descriptive praise. The PLS program effectively increased PLS, and skill achievement was only evident when teaching targeted each unit of skills.

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“…This organization explores 7 basic life skills that can help children succeed and provides some simple methods to cultivate these skills in preschool children, including concentration and self-control, self-awareness, effective communication, negotiation skills, critical thinking, problem solving, and autonomous learning [13]. Robinson et al [14] studied life skills guidance for children with learning disabilities. They taught 12 life skills to 9 participants with 4 designed teaching units of activities as guidance.…”

Section: Introductionmentioning

confidence: 99%

An evaluation of preschool educators’ life skills health education capacity: Scale development and verification

Chen

Liu

2020

Preprint

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Background: Preschool educators who facilitate life skills health education have an important role. Limited research has explored the comprehensive content and strategies of courses related to health education in kindergarten. The aim of this study is to create a questionnaire scale suitable for assessing preschool educators' capacity for life skills health education in Taipei, Taiwan. Methods: A cross-sectional study design was used to explore and assess life skills health education as a teaching approach for preschool educators. The scale was developed in three steps. The first step was to create a draft questionnaire that passed a validation review by 9 experts. The second step was a pretest (N=128) with category analysis and exploratory factor analysis (EFA) to create the formal version of the scale. The dimension analysis of the scale to assess the life skills health education capacity of preschool educators in kindergartens included cognition, attitude and self-efficacy. The third step was official testing (N=503), in which the efficacy criterion correlation validity test showed good simultaneous validity and discrimination. Results: The first draft of the pretest analysis contained 45 initial questions; 38 questions remained after 7 questions were deleted based on the EFA. According to the theoretical framework and after deleting 8 items that did not conform to the standard, a total of 30 questions were included in the formal scale. The two factors in the cognitive subscale were "health-promoting kindergarten" and "life skills teaching" for a total of 9 questions, and the two factors in the attitude subscale were "perceived benefits" and "perceived barriers" for a total of 11 questions. The three factors of the self-efficacy subscale were "adaptability and self-management ability", "decision-making and critical thinking ability" and "communication and interpersonal communication ability" for a total of 10 questions. Cronbach's α coefficient for each subscale fell in the range of .813 to .936. Conclusions: This scale has satisfactory reliability and validity and can be administered to assess the outcomes of pedagogical training for life skills health education for preschool educators in health-promoting kindergartens.

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Life skills instruction for children with developmental disabilities

Cited by 18 publications

References 42 publications

An evaluation of parents as behavior change agents in the Preschool Life Skills program

An evaluation of parents as behavior change agents in the Preschool Life Skills program

The effects of individualized teaching of school readiness skills to children in preschool with attention‐deficit/hyperactivity disorder symptoms

An evaluation of preschool educators’ life skills health education capacity: Scale development and verification

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