Using Graduated Guidance to Teach Spoon Use to Children with Severe Multiple Disabilities Including Visual Impairment

Autor/inn/en	Ivy, Sarah E.; Hatton, Deborah D.; Wehby, Joseph H.
Titel	Using Graduated Guidance to Teach Spoon Use to Children with Severe Multiple Disabilities Including Visual Impairment
Quelle	In: Research and Practice for Persons with Severe Disabilities, 43 (2018) 4, S.252-268 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1540-7969
DOI	10.1177/1540796918808519
Schlagwörter	Severe Disabilities; Multiple Disabilities; Severe Intellectual Disability; Visual Impairments; Nutrition; Daily Living Skills; Children; Intervention; Program Effectiveness; Teaching Methods; Prompting; Special Schools; Skill Development; Teamwork; Scales of Independent Behavior + Suchen Sie Ihr Suchwort? Severe disability; Schwerbehinderung; Multiple disability; Mehrfachbehinderung; Visual handicap; Sehbehinderung; Ernährung; Alltagsfertigkeit; Child; Kind; Kinder; Teaching method; Lehrmethode; Unterrichtsmethode; Benutzerführung; Special school; Sonderschule; Kompetenzentwicklung; Qualifikationsentwicklung
Abstract	Children's skill level in using a spoon facilitates increased independence during mealtimes and greater control over the pace and quantity of food intake, which has important implications for health and self-determination. Children with severe multiple disabilities, including cognitive and visual impairment (VI), require intensive instruction to achieve independence using a spoon. We used graduated guidance and verbal prompting to teach spoon use to three children with severe multiple disabilities, including cognitive and VI, in a pullout setting during afternoon snack at school. Efficacy of the intervention was tested using a multiple probe design across participants. Results show that the intervention was associated with an increase in participants' independent, accurate spoon use; although, in the time allotted, participants did not reach full independence with all steps of spoon use. Implications for practice and future research are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01