Increasing Self-Regulation and Classroom Participation of a Child Who Is Deafblind

Autor/inn/en	Nelson, Catherine; Hyte, Holly A.; Greenfield, Robin
Titel	Increasing Self-Regulation and Classroom Participation of a Child Who Is Deafblind
Quelle	In: American Annals of the Deaf, 160 (2015) 5, S.496-509 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-726X
Schlagwörter	Self Control; Deaf Blind; Case Studies; Intervention; Behavior Problems; Student Participation; Time; Learning Activities; Behavior Modification; Program Effectiveness; Young Children; Self Management; Observation; Skill Development; Prompting + Suchen Sie Ihr Suchwort? Selbstbeherrschung; Mehrfach Behinderter; Case study; Fallstudie; Case Study; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Zeit; Lernaktivität; Behaviour modification; Verhaltensänderung; Frühe Kindheit; Selbstmanagement; Beobachtung; Kompetenzentwicklung; Qualifikationsentwicklung; Benutzerführung
Abstract	Self regulation has been identified as essential to school success. However, for a variety of reasons, its development may be compromised in children and youth who are deafblind. A single-case multiple baseline study of a child who was deafblind examined the effects of three groups of evidence-based interventions on variables thought to be associated with self-regulation. The dependent variables were (a) frequency and duration of behaviors thought to indicate dysregulation, (b) active participation in school activities, and (c) time from onset of behaviors indicating dysregulation until achievement of a calm, regulated state. The interventions, which included provision of meaningful, enjoyable, and interactive activities, anticipatory strategies, and calming strategies, significantly influenced the dependent variables and are described in detail. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01