Teaching Skill Acquisition to Individuals with Blindness: A Systematic Review of Response-Prompting Procedures

被引:8
|
作者
Ivy, Sarah E. [1 ]
Hatton, Deborah D. [1 ]
机构
[1] Vanderbilt Univ, Dept Special Educ, Nashville, TN 37235 USA
来源
CURRENT ISSUES IN THE EDUCATION OF STUDENTS WITH VISUAL IMPAIRMENTS | 2014年 / 46卷
关键词
CONSTANT-TIME-DELAY; SINGLE-SUBJECT RESEARCH; VISUAL IMPAIRMENTS; LEAST PROMPTS; MULTIPLE DISABILITIES; YOUNG-ADULTS; CHILDREN; STUDENTS; AUTISM; DEAF;
D O I
10.1016/B978-0-12-420039-5.00005-8
中图分类号
G76 [特殊教育];
学科分类号
040109 ;
摘要
A search of the literature on prompting procedures to teach skill acquisition yielded 22 single-subject studies that included participants with little to no functional vision. Studies were published between 1984 and 2012 in 13 different journals. Quality indicators for single-subject research (Homer et al., 2005) were applied to identify studies that met high quality standards. Findings from high-quality studies were aggregated to determine if prompting could be considered an evidence-based practice (EBP) for this population. Across the 12 studies meeting high quality standards, 8 different research groups taught 35 different behaviors to 27 participants. Behaviors included chained and discrete skills across domains of communication, motor skills, self-care, vocational/leisure, and community/living. System of least prompts was used most frequently with several procedural variations. Research supports the conclusion that prompting is an evidence-based practice to teach new skills to learners with blindness.
引用
收藏
页码:55 / 100
页数:46
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