Author ORCID Identifier
Date Available
4-26-2022
Year of Publication
2022
Degree Name
Master of Science (MS)
Document Type
Master's Thesis
College
Education
Department/School/Program
Early Childhood, Special Education, and Counselor Education
First Advisor
Dr. Sally B. Shepley
Abstract
In this study, an adapted alternating treatments design was used to compare the effectiveness of teaching vocational task when using self-delivered reinforcement versus instructor-delivered reinforcement while using video prompting. Participants consisted of four high school students who had been diagnosed with intellectual disabilities. Results indicated that instructor delivered reinforcement was slightly more effective at teaching a vocational task for 2 of the 4 participants. The results of the other 2 participants indicated that both forms of reinforcement delivery were similarly effective.
Digital Object Identifier (DOI)
https://doi.org/10.13023/etd.2022.117
Recommended Citation
White, Katherine Elise, "COMPARING SELF-DELIVERED TO INSTRUCTOR-DELIVERED REINFORCEMENT DURING VOCATIONAL INSTRUCTION FOR STUDENTS WITH INTELLECTUAL DISABILITY USING VIDEO ACTIVITY SCHEDULES" (2022). Theses and Dissertations--Early Childhood, Special Education, and Counselor Education. 119.
https://uknowledge.uky.edu/edsrc_etds/119
Included in
Adult and Continuing Education Commons, Curriculum and Instruction Commons, Disability and Equity in Education Commons, Educational Assessment, Evaluation, and Research Commons, Educational Methods Commons, Educational Technology Commons, Secondary Education Commons, Special Education and Teaching Commons, Vocational Education Commons
