The Effects of the Big 6 + 6 Skills Training on Daily Living Skills for an Adolescent With Intellectual Disability

Vascelli, Luca; Iacomini, Silvia; Gueli, Giada; Cavallini, Carlo; Pelizzoni, Iris; Cavallini, Francesca; Berardo, Federica

doi:10.1007/s40617-020-00471-6

Cited by 10 publications

(5 citation statements)

References 4 publications

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“…Educators have argued that integrating technology within education is a multifaceted process that requires the use of elements that have been individually tested and shown to produce beneficial outcomes (Alabdulaziz, 2021 ). Precision Teaching has been applied and researched for decades and it has consistently produced beneficial outcomes across various areas (Branch et al, 2018 ; Datchuk et al, 2015 ; Lydon et al, 2019 ; Sawyer et al, 2021 ; Vascelli et al, 2020 ). Despite its heterogeneous application, its critical features have been presented across the different studies and have led to accelerated outcomes for all students (Evans et al, 2021 ).…”

Section: Discussionmentioning

confidence: 99%

“…Precision Teaching has been applied to various areas such as literacy (Datchuk et al, 2015 ; Sawyer et al, 2021 ), fine motor skills (Vascelli et al, 2020 , 2022 ), and mathematics (Greene et al, 2018 ; McTiernan et al, 2018 ; Sleeman et al, 2021 ). Specifically, Greene et al ( 2018 ) conducted a stratified randomized controlled trial to evaluate cross-age peer tutoring and fluency-based instruction embedded within a PT framework.…”

Section: Introductionmentioning

confidence: 99%

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Using Precision Teaching to Improve Typically Developing Student’s Mathematical Skills Via Teleconferencing

Kapoor,

Vostanis,

Mejía-Buenaño

et al. 2023

J Behav Educ

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This study evaluated the effects of Precision Teaching in improving typically developing students’ mathematical skills when delivered via teleconferencing in India. Four students received Precision Teaching, while nine acted as control participants. Precision teaching involved instruction in three mathematical skills; two prerequisite skills and the primary skill of mixed addition and subtraction facts. Instruction included untimed practice, timed practice, goal-setting, graphing, and a token economy. Participants who received Precision Teaching received ten practice sessions for the prerequisite skills and 55 sessions for the primary skill. The results demonstrated improvements in the prerequisite skills of varied magnitude and considerable improvements in the primary skill, which were maintained above baseline performance levels. In addition, those who received Precision Teaching were below the 15th percentile rank at the initial assessment and above the 65th percentile at the post-intervention assessment in the math fluency subtest of the Kaufman Test of Educational Achievement—Third Edition. Control participants did not demonstrate similar improvements. Results suggest that Precision Teaching could produce accelerated outcomes even when delivered via teleconferencing. Therefore, it could be a valuable system for helping students ameliorate potential learning losses resulting from the COVID-19 pandemic.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Using Precision Teaching to Improve Typically Developing Student’s Mathematical Skills Via Teleconferencing

Kapoor,

Vostanis,

Mejía-Buenaño

et al. 2023

J Behav Educ

View full text Add to dashboard Cite

show abstract

“…component skills) to enhance performance in more complex skills (i.e. composite skills; Vascelli et al, 2020Vascelli et al, , 2023. Using PT in a special education setting would allow for the assessment and support of the acquisition of fluent response rates (Binder, 1996) for students, particularly in the specific intervention areas identified by teachers.…”

Section: Importance Of Measuring Academic Progress Of Studentsmentioning

confidence: 99%

Commentary on “Implementation of an adapted handwriting without Tears® programme for children with developmental disabilities in a special education setting”

Vascelli

2024

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Purpose This paper aims to serve as a commentary on the paper titled “Implementation of an Adapted Handwriting Without Tears® Programme for Children with Developmental Disabilities in a Special Education Setting.” Design/methodology/approach It provides an overview of educational strategies that can be used in school settings to support professionals in acquiring skills relevant to their practice and promoting the acquisition of new abilities for their students. Findings It explores three critical aspects of education: measuring academic progress, using evidence-based methods and enhancing educator training. Originality/value This work represents the personal perspective of a professional working in the service delivery field for children with developmental disabilities in schools and rehabilitative centres.

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“…manual dexterity), visual perception, visual-motor integration and kinaesthesia (Kushki et al, 2011). For fine motor control, numerous studies have shown that autistic children have poorer fine motor skills than their non-autistic peers (Choi et al, 2018;Green et al, 2009;Kushki et al, 2011;Vascelli et al, 2020Vascelli et al, , 2022. Visual perception and visual-motor integration include the ability to discriminate letters, determine where on a page to write and identify errors in writing.…”

Section: Introductionmentioning

confidence: 99%

Implementation of an adapted Handwriting Without Tears® programme for children with developmental disabilities in a special education setting

Goyen,

Grindle,

Totsika

et al. 2024

TLDR

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Purpose Children with developmental disabilities (e.g. learning disability and autism) often struggle with handwriting skills. This study aims to implement an adapted handwriting programme for children with developmental disabilities to improve their handwriting skills. Design/methodology/approach Six children with developmental disabilities aged 9–15 years received an adapted Handwriting Without Tears® (HWT) programme in small groups over eight weeks. The programme was delivered by typical teaching staff (i.e. paraprofessionals) at a special education school following a brief training session and with ongoing supervision. A range of measures assessed the children’s handwriting and related skills. Social validity interviews were conducted with school staff following the intervention to evaluate the programme’s acceptability. Findings Typical teaching staff implemented the handwriting programme with 92.3% average fidelity and delivered a minimum of three sessions per week. Social validity interviews demonstrated the acceptability of the intervention to school staff. After eight weeks of intervention, all children improved their handwriting on various assessments. Improvements were only partially maintained at follow-up. Originality/value This study supports the feasibility of using an adapted HWT programme to teach handwriting to children with developmental disabilities in special education settings. Typical teaching staff can be trained to support the delivery of the programme to children in small groups.

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The Effects of the Big 6 + 6 Skills Training on Daily Living Skills for an Adolescent With Intellectual Disability

Cited by 10 publications

References 4 publications

Using Precision Teaching to Improve Typically Developing Student’s Mathematical Skills Via Teleconferencing

Using Precision Teaching to Improve Typically Developing Student’s Mathematical Skills Via Teleconferencing

Commentary on “Implementation of an adapted handwriting without Tears® programme for children with developmental disabilities in a special education setting”

Implementation of an adapted Handwriting Without Tears® programme for children with developmental disabilities in a special education setting

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