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Textual Prompts as an Antecedent Cue Self-Management Strategy for Persons with Mild Disabilities
- Source :
- Behavior Modification. 18:47-65
- Publication Year :
- 1994
- Publisher :
- SAGE Publications, 1994.
-
Abstract
- Providing learners written task analyses to be used as textual prompts was examined as a self-management strategy for persons with mild disabilities. Initially, modeling, corrective verbal feedback, and contingent descriptive praise were employed to train participants to use the written task analysis to perforn one home maintenance task. Subsequently, participants were tested on their use of different task analyses combined with general feedback to perform two novel home maintenance tasks. No training was provided on how to use these new task analyses. Either a multiple baseline or a multiple probe across settings experimental design was used to control extraneous variables. Results indicated that the written task analyses served as self-administered textual prompts and, along with general feedback, provided stimulus control for the second and third tasks. When the self-management task analyses and general feedback were withdrawn, transfer of stimulus control occurred to the natural discriminative stimuli for the majority of tasks. The research suggests that written task analyses, as presented in the present study, may have utility for the self-management of instruction by persons with mild disabilities.
- Subjects :
- Adult
050103 clinical psychology
Self-management
Learning Disabilities
05 social sciences
Verbal feedback
050301 education
Rehabilitation Centers
Feedback
Developmental psychology
Task (project management)
Discrimination Learning
Clinical Psychology
Antecedent (behavioral psychology)
Arts and Humanities (miscellaneous)
Intellectual Disability
Task Performance and Analysis
Developmental and Educational Psychology
Humans
0501 psychology and cognitive sciences
Psychology
0503 education
Reinforcement, Verbal
Subjects
Details
- ISSN :
- 15524167 and 01454455
- Volume :
- 18
- Database :
- OpenAIRE
- Journal :
- Behavior Modification
- Accession number :
- edsair.doi.dedup.....21f40ac8cedec233b1d1c3937393cd19