Teaching self-help skills to autistic and mentally retarded children

Matson, Johnny L.; Taras, Marie; Sevin, Jay A.; Love, Steven; Fridley, Diane

doi:10.1016/0891-4222(90)90023-2

Cited by 35 publications

(17 citation statements)

References 11 publications

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“…A common method for teaching these skills includes conducting a task analysis to break the chain of responses into a series of manageable steps that can be taught one at a time (Cooper, Heron, & Heward, 2007). Breaking down a complex behavior and teaching its component parts as a chain have been successful in teaching self‐care skills (Horner & Keilitz, 1975; Matson, Taras, Sevin, Love, & Fridley, 1990; Stokes, Cameron, Dorsey, & Fleming, 2004), vocational tasks (Duran, 1985; Maciag, Schuster, Collins, & Cooper, 2000), following picture activity schedules (MacDuff, Krantz, & McClannahan, 1993), and play skills (Libby, Weiss, Bancroft, & Ahearn, 2008).…”

mentioning

confidence: 99%

A Comparison of Procedural Variations in Teaching Behavior Chains: Manual Guidance, Trainer Completion, and No Completion of Untrained Steps

Bancroft

Weiss

Libby

et al. 2011

J of App Behav Analysis

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We compared variations for teaching a sequence of responses through forward chaining. Seven children who had been diagnosed with autism participated in a comparison of teacher completion (TC) of steps beyond the training step and manually guiding the student (SC) to complete steps beyond the training step. A no-completion (NC) condition, in which the steps beyond the training step were not completed, was added to the comparison with 4 of the participants. Results showed that learning occurred with all procedures, although 5 participants acquired the chains most efficiently in the SC condition and the other 2 learned most efficiently in the TC condition. Of the participants for whom an NC condition was included, the tasks were acquired with the shortest average session length and total training time. Despite the potential benefits of TC and SC procedures, NC is a viable option and may be preferable for some students.

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confidence: 99%

A Comparison of Procedural Variations in Teaching Behavior Chains: Manual Guidance, Trainer Completion, and No Completion of Untrained Steps

Bancroft

Weiss

Libby

et al. 2011

J of App Behav Analysis

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“…We also decided to use this technique because the backward chaining technique itself has an advantage in naturally providing reinforcement in every sequence or phase of behavior, which is also added to the chain of behavior (Martin & Pear, 2010). Backward chaining has also proven to be effective in developing the skill of wearing a T-shirt among children with ID (Matson, Taras, Sevin, Love, & Fridley, 1990). However, in the present study, in addition to the condition of ID, the participant was also diagnosed with low vision, and such visual impairment hinders the development of his adaptive skills.…”

Section: Introductionmentioning

confidence: 58%

Teaching Self-Dressing Skill Behavior in a Child with Moderate Intellectual Disability and Low Vision with Backward Chaining Technique

Nida¹,

Tjakrawiralaksana²

2018

Proceedings of the 1st International Conference on Intervention and Applied Psychology (ICIAP 2017)

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The aim of this study is to identify the effectiveness of using the backward chaining technique to teach children with moderate intellectual disability (ID) and low vision the self-dressing skill of putting on a T-shirt. Teaching these children such a skill allows them to be independent and ultimately improves their quality of life. One of the intervention programs that can be used to teach the self-dressing skill is the backward chaining technique, which employs behavior modification principles. This study used a single-case subject design and an A-B design for pre-and post-intervention. The participant was a male child, aged six-years and one month. The subject had moderate intellectual disability and retinopathy of prematurity (ROP) stage V (low vision). The proposed behavior modification program combined the backward chaining technique and the administration of prompt and positive reinforcement. The behavioral modification program classified the behaviors into four steps of chain behavior, and the program execution consisted of five phases, each having one session with maximum of six trials. To analyze the effectiveness of the program, a comparison of baseline intervention and follow-up results was conducted using four features of visual analysis. The outcome of the study showed that the implementation of the backward chaining technique, along with the prompt and positive reinforcement, proved to be effective in helping the participant master the ability to wear a T-shirt independently.

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“…Lack of independence in self‐care skills has been associated with increased likelihood of abuse, caregiver stress, and lifetime cost of care (e.g., Barrett et al, ; Macias, Roberts, Saylor, & Fussell, ; Sevlever, Roth, & Gillis, ). Behavior analytic research has demonstrated the efficacy of task analysis and chaining procedures in conjunction with specific prompting and reinforcement strategies to establish self‐care skills for children and adolescents with disabilities (e.g., Horner & Keilitz, ; Matson, Taras, Sevin, Love, & Fridley, ; Poche, McCubbrey, & Munn, ). However, researchers have yet to identify a full range of conditions under which these procedures are effective in practice.…”

mentioning

confidence: 99%

“…Poche et al () implemented verbal instructions and modeling for each step prior to allowing independent performance during tooth brushing training sessions. Matson et al () began training by providing verbal instructions and modeling, then added physical and verbal guidance before allowing independent performance. Although these methods all include similar components, differences in teaching procedures for multistep tasks appear to affect learning efficiency (e.g., Bancroft, Weiss, Libby, & Ahearn, ; for a review, see Demchak, ), and it is unclear which sequence or combination of procedures will result in outcomes with applied value and generality.…”

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confidence: 99%

Effects of programmed teaching errors on acquisition and durability of self-care skills

Donnelly

Karsten

2017

Jnl of Applied Behav Analysis

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This investigation sheds light on necessary and sufficient conditions to establish self-care behavior chains among people with developmental disabilities. First, a descriptive assessment (DA) identified the types of teaching errors that occurred during self-care instruction. Second, the relative effects of three teaching errors observed during the DA were evaluated across two behavior chains for three participants. Third, the effects of individual teaching errors were studied with a third behavior chain per participant. Teaching errors included prompting steps out of order, delivering the reinforcer at times other than immediately following correct completion of the training step, and failing to prompt completion of all steps within a teaching trial. All teaching errors included in the evaluation interfered with skill acquisition and disrupted performance of mastered skills. Results are discussed in terms of future research on the components of efficacious treatment packages for disseminating effective practices.

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Teaching self-help skills to autistic and mentally retarded children

Cited by 35 publications

References 11 publications

A Comparison of Procedural Variations in Teaching Behavior Chains: Manual Guidance, Trainer Completion, and No Completion of Untrained Steps

A Comparison of Procedural Variations in Teaching Behavior Chains: Manual Guidance, Trainer Completion, and No Completion of Untrained Steps

Teaching Self-Dressing Skill Behavior in a Child with Moderate Intellectual Disability and Low Vision with Backward Chaining Technique

Effects of programmed teaching errors on acquisition and durability of self-care skills

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