Effects of Self-Monitoring and Recruiting Teacher Attention on Pre-Vocational Skills

Autor/inn/en	Rouse, Christina A.; Everhart-Sherwood, Julie M.; Alber-Morgan, Sheila R.
Titel	Effects of Self-Monitoring and Recruiting Teacher Attention on Pre-Vocational Skills
Quelle	In: Education and Training in Autism and Developmental Disabilities, 49 (2014) 2, S.313-327 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2154-1647
Schlagwörter	Self Management; Attention; Prevocational Education; Check Lists; Visual Aids; Cues; Accuracy; Task Analysis; Intervention; Middle School Students; Grade 6; Males; Down Syndrome; Autism; Pervasive Developmental Disorders; Instructional Effectiveness + Suchen Sie Ihr Suchwort? Selbstmanagement; Aufmerksamkeit; Enterprise education; Vorberufliche Bildung; Checkliste; Anschauungsmaterial; Stichwort; Aufgabenanalyse; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; School year 06; 6. Schuljahr; Schuljahr 06; Male; Männliches Geschlecht; 'Downs Syndrome; Down''s Syndrome'; Down-Syndrom; Autismus; Unterrichtserfolg
Abstract	This study examined the effects of teaching self-monitoring and recruiting teacher attention on the acquisition, generalization, and maintenance of pre-vocational tasks by two sixth grade boys with moderate to severe intellectual disability. While completing pre-vocational tasks (e.g., sorting hangers by size, weighing amounts in ounces), the students were taught to use a picture prompt checklist to self-monitor the accuracy with which they completed each task. Upon independent completion of the task, the students were taught to recruit their teacher's attention to obtain feedback and reinforcement. The dependent variable was the number of steps completed accurately out of 10 total. Six of the 10 steps were the procedures for completing of the prevocational task, and the other four steps were the procedures for recruiting teacher attention. A multiple probe across skills design demonstrated that the intervention was functionally related to increased accuracy of pre-vocational task performance and increased accuracy of recruiting responses for both students. Additionally, one of the two students maintained high percentages of accuracy in the maintenance condition when the self-monitoring picture prompt checklist was discontinued. (As Provided).
Anmerkungen	Division on Autism and Developmental Disabilities, Council for Exceptional Children. DDD, P.O. Box 3512, Fayetteville, AR 72702. Tel: 479-575-3326; Fax: 479-575-6676; Web site: http://daddcec.org/Publications/ETADDJournal.aspx
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10