1 / 24

Senior Seminar Mini Presentation

Self-evalution methods on children with Autism

guest50463
Télécharger la présentation

Senior Seminar Mini Presentation

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. TEACHING SOCIAL AND LIFE SKILLS TO CHILDREN WITH DISABILITIES THROUGH SELF-EVALUATION METHODS

  2. * Discover effective methods of treatment * Help people develop the skills necessary for further development - Social Skills - Life Skills - Academic Skills * Gain Independence

  3. Study One: SELF-MONITORING OF ATTENTIONAL BEHAVIOR VERSUS SELF-MONITORING OF PRODUCTIVITY: EFFECTS ON ON-TASK BEHAVIOR AND ACADEMIC RESPONSE RATE AMONG LEARNING DISABLED CHILDREN Karen R. Harris, University of Maryland Harris, K. R. (1986). Self-monitoring of attentional behavior versus self-monitoring of productivity: Effects on on-task behavior and academic response rate among learning disabled children. Journal of Applied Behavior Analysis, 19, 417–423.

  4. All participants ranged from 9 years and 10 months to 10 years and 6 months of age • All participants had an IQ score between 58-115 on the Wechsler Intelligence Test for Children • Nominated by mainstream classroom teacher for having significant attentional and productivity problems • All students understood and correctly used the 6-step spelling method • Increased on-task behavior and increased academic performance Subjects 1 & 4- female Subjects 2 & 3- Male

  5. Spelling Chart Look at the word Close your eyes and spell the word Study the word again Cover the word Write the word 3 times Check your spelling

  6. Dependent Variable 1: • Tape recorder • “Was I paying attention?” • Yes/No tally chart • Dependent Variable 2: • Count # of words written • down at end of 15-minute • spelling period Dependent Variable 1: on-task behavior - eyes focused on paper - eyes closed reciting word - word covered, lips moving - writing word - checking word How was Self-Monitoring Used? Dependent Variable 2: Academic Performance - total number of times student correctly spelled their words

  7. Results On-task behavior Baseline: 32-57% Post-Intervention: 77-91% It Worked!!! Academic Performance Baseline: 14-32 words Post-Intervention: 47-78 words

  8. Percentage of On-Task Behavior Number of Correct Spelling Words Subject 1: Female

  9. Percentage of On-Task Behavior Number of Correct Spelling Words Subject 2: Male

  10. Percentage of On-Task Behavior Number of Correct Spelling Words Subject 3: Male

  11. Percentage of On-Task Behavior Number of Correct Spelling Words Subject 4: Female

  12. Study Two: IMPROVING SOCIAL SKILLS AND DISRUPTIVE BEHAVIOR IN CHILDREN WITH AUTISM THROUGH SELF-MANAGEMENT Lynn Kern Koegel, Robert L. Koegel, Christine Hurley, and William D. Frea, University of Santa Barbara Koegel, L. K., Koegel, R. L., Hurley, C. & Frea, W. D. (1992). Improving social skills and disruptive behavior in children with autism through self-management. Journal of Applied Behavior Analysis, 25, 341-353.

  13. The Twins • Tony: • 6 years, 10 months • Studied for 22 months • Stanford Binet: 58 • Peabody Picture Vocabulary : 4 years, 4 months • Leiter International Performance Scale: 100 non-verbal • Numerous disruptive behaviors • - self injury • - inappropriate emotions • - frequent temper tantrums • - physical aggression • - self stimulatory behaviors • Howard: • 6 years, 10 months • Studied for 22 months • Stanford Binet: 74 • Peabody Picture Vocabulary : 4 years, 2 months • Leiter International Performance Scale: 111 non-verbal • Numerous disruptive behaviors • - occasional temper tantrums • - frequently ran away • - exhibited inappropriate • affect • - poor concentration • - poor attention

  14. Ian: • Classroom of children • with severe • disabilities • 11 years, 2 months • Studied for 27 months • Stanford Binet: 58 with a verbal score of 53 • Vineland Social Maturity Score: 73 • Numerous disruptive behaviors • - masturbation • - inappropriate noises and • singing • - tantrums • - aggression toward mother • Adam: • 11 years, 1 month • Studied for 16 months • Stanford Binet: 85 • Peabody Picture Vocabulary : 3 years, 7 months • Leiter International Performance Scale: 70 non-verbal • Numerous disruptive behaviors • - incompliance • - frequent temper tantrums • - high levels of self • stimulatory behavior • - excessive preoccupation • with objects

  15. * Target behaviors - Increase Social Skills - Decrease disruptive behaviors * Multiple baseline design across settings • Clinic setting - Community setting - Home setting - School setting * Baseline & withdrawal conditions * How was Self-Management used? - Researchers ask questions - Wrist Counter

  16. Results Decrease Disruptive Behavior Howard’s behavior did not decrease post-intervention, but all others showed significant improvement Increase Social Skills Baseline: 35-61% Post-Intervention: 90-100%

  17. TONY

  18. ADAM

  19. Howard

  20. Ian

  21. The Twins- Tony & Howard

  22. Adam & Ian

  23. Any Questions?

More Related