Date Available
4-24-2018
Year of Publication
2018
Degree Name
Master of Science in Education (MSEd)
Document Type
Master's Thesis
College
Education
Department/School/Program
Early Childhood, Special Education, and Rehabilitation Counseling
First Advisor
Dr. Amy Spriggs
Second Advisor
Dr. Sally Shepley
Abstract
Research demonstrates that video modeling and visual activity schedules have been effective in teaching students with disabilities a variety of skills. However, the instructional procedures used to teach students to acquire the necessary skills to perform the tasks can take time for the students and the instructors. A behavior skills training package was investigated within a multiple probe design across students to determine if four elementary aged students with intellectual disability, with and without autism spectrum disorder, could acquire self-instructional skills. The dependent variables in the study were the effects of behavior skills training on the acquisition of self-instructional skills and the effects of video activity schedules on the acquisition of novel skills. The independent variable was behavior skills training. Three students were able to acquire the self-instruction skills in an effective and efficient manner using behavior skills training. After learning how to navigate the video activity schedules, three students were able to generalize and maintain the self-instruction skills to learn novel tasks. The results suggest that behavior skills training may be an effective instructional strategy for teaching self-instructional skills to students with intellectual disability.
Digital Object Identifier (DOI)
https://doi.org/10.13023/ETD.2018.092
Recommended Citation
Tincher, Amber, "THE EFFECTS OF BEHAVIOR SKILLS TRAINING ON ACQUISITION OF SELF-INSTRUCTIONAL SKILLS FOR ELEMENTARY STUDENTS WITH INTELLECTUAL DISABILITY" (2018). Theses and Dissertations--Early Childhood, Special Education, and Counselor Education. 56.
https://uknowledge.uky.edu/edsrc_etds/56
