Transfer of training in the use of activity -schedules by adults with cerebral palsy and mental retardation to promote independent engagement in daily activities.
Item
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Title
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Transfer of training in the use of activity -schedules by adults with cerebral palsy and mental retardation to promote independent engagement in daily activities.
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Identifier
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AAI3047263
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identifier
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3047263
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Creator
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Scheur, Lori Beth.
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Contributor
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Adviser: Claire L. Poulson
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Date
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2002
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Language
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English
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Publisher
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City University of New York.
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Subject
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Psychology, Behavioral
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Abstract
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The technology for assessing and promoting transfer of stimulus control has been widely implemented in applied behavior analysis, but it has only been partially implemented with respect to the use of activity schedules. Activity schedules have been used to teach children and youth with autism to acquire skills that would allow them to manage their own behavior. These schedules consist of an ordered set of pictures or words that serve as discriminative stimuli to occasion engagement in varied activities throughout the day. This study examined the extent to which activity schedules might be applicable to adults between the ages of 27--49, diagnosed with both Cerebral Palsy and Mental Retardation, who attend an adult day-treatment program. This study-also examined the extent to which training on one activity schedule produced learning-to-learn on subsequent activity schedules. A multiple-baseline experimental design across participants was used to train four adults to independently perform all steps of the activity-schedule sequence. Transfer of training was measured by examining the percentage of activity-schedule sequences completed independently on the first session of each activity schedule, the number of sessions to criterion, and response latency after the instructions were delivered to begin the activity schedule. The results showed a systematic increase in the percentage of activity-schedule sequences completed independently with the introduction of activity-schedule training. All participants maintained this performance on the initial activity schedule after the reinforcement schedule was thinned and the participants were self-delivering the tokens. Further, all participants independently completed the initial activity schedule during at least 95% of all sessions after the experimenter's presence was faded to approximately 25 feet from the participant. Transfer of training measures showed an increase in the percentage of activity-schedule sequences completed independently on the first session of the 2nd activity schedule for all participants. All four participants demonstrated fewer sessions to criterion performance for book 2, than for book 1. This performance was maintained for activity schedule books 3--5. In addition, response latency to open the activity schedule decreased and remained stable at or below 5 seconds for activity schedule books 2--5.
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Type
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dissertation
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Source
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PQT Legacy CUNY.xlsx
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degree
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Ph.D.
