An Approach to Teaching Self-Dressing to a Child with Dual Sensory Impairment

McKelvey, Jenifer L.; Sisson, Lori A.; Hasselt, Vincent B. Van; Hersen, Michel

doi:10.1177/004005999202500104

Cited by 9 publications

(7 citation statements)

References 7 publications

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“…As dressing is such an important skill to the development of independence and less reliance on caregivers (Ayres et al, 2011; Sisson et al, 1988), it is important that researchers evaluate the best methods for teaching these skills. Although the current literature suggests using response prompting strategies such as graduated guidance (Azrin et al, 1976; Matson et al, 1990; McKelvey et al, 1992; Reese & Snell, 1991; Sisson et al, 1988; Young et al, 1986), these methods may not be effective for all students. In addition, some students may need methods for teaching the discrimination required to ensure their clothing is facing the correct orientation.…”

Section: Discussionmentioning

confidence: 99%

“…There are various studies that highlight different prompting strategies used to teach dressing skills including most-to-least prompting (Çetrez-Iscan et al, 2016), simultaneous prompting (Sewell et al, 1998), constant time delay (Hughes et al, 1993), picture prompting (Pierce & Schreibman, 1994), training of component motor skills (Twarek et al, 2010), and video modeling (Almalki, 2022). Of the various prompting methods, graduated guidance (or some variation) is one frequently used method used to teach dressing skills (Azrin et al, 1976; Matson et al, 1990; McKelvey et al, 1992; Reese & Snell, 1991; Sisson et al, 1988; Young et al, 1986). Graduated guidance is ideal for a task such as dressing because it has strong research support for use with chained motor behaviors, especially those that require physical assistance (Collins, 2012; Ledford et al, 2019).…”

mentioning

confidence: 99%

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Using a Tag as a Stimulus Prompt to Increase Correct Dressing Orientation

Foster,

Elliott,

Ayres

2023

Research and Practice for Persons with Severe Disabilities

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Dressing is an important skill for students with developmental disabilities, so they rely less on caregivers and build independence. Research evaluating dressing skills instruction commonly uses some type of graduated guidance to teach the skill. In this study, three students receiving special education services under autism eligibility had already received instruction on dressing skills using graduated guidance. Although this procedure was enough to teach the dressing steps (including putting on the clothing), it was not sufficient in teaching the student to put on the clothing with the correct orientation. Thus, these students walked out of the bathroom wearing clothes that were inside out and/or backward. We placed a 12-cm red stimulus prompt on the target clothing item and evaluated the effects on correct dressing orientation for these three students using a multiple probe design. For all three students, the stimulus prompt increased accuracy, and for two participants, accuracy was maintained. For the two students who maintained the skill, we systematically faded the tag, and they maintained perfect dressing orientation.

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Section: Discussionmentioning

confidence: 99%

mentioning

confidence: 99%

Using a Tag as a Stimulus Prompt to Increase Correct Dressing Orientation

Foster,

Elliott,

Ayres

2023

Research and Practice for Persons with Severe Disabilities

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“…At that time, behavioral principles were used to change the level of response by an individual. The primary focus was to improve the quality of life of an individual with hearing impairment (McKelvey, et al 1992).…”

Section: Self Help Skillsmentioning

confidence: 99%

“…They do their task with extrinsic motivation. They have reason to compete with their hearing peers in extracurricular activities (McKelvey, et al, 1992).…”

Section: Motivationmentioning

confidence: 99%

Perception of Students without Disabilities about Socialization with Hearing Impaired Peers

2022

JDSS

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This research aimed to explore students' perception of hearing loss about socialization with hearing impaired peers. Socialization is an important contributor for hearing impaired students interacting with hearing peers. Sometimes Hearing impairment cause barriers in communication with hearing peers. That is why it is important to find out about the perception of socialization of hearing students in higher education. The descriptive methodology was used to infer the conclusion in this quantitative research. The researcher developed a self-made questionnaire to explore the perception of hearing students. The population of this research was all the hearing students who had social interaction with hearing-impaired students in an inclusive education setup. Convenient sampling was used to select a sample from hearing students of BS and MA Special education and other programs to collect the data and then analyze by using descriptive and inferential analysis using SPSS. Response of majority students was positive towards the socialization of hearing students with hearing-impaired students at higher education. This research highlighted a new direction for improving socialization among hearing peers and students with hearing impairment. Such an initiative will encourage them to include them in developing countries like Pakistan.

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“…There is also evidence to support the use of a variety of prompting procedures to teach people with intellectual disabilities, including those with vision impairment. For example, simultaneous prompting with physical guidance, graduated guidance, and verbal prompting have all been used to support the acquisition of dressing skills (McKelvey, Sisson, Van Hasselt, & Hersen, 1992;Reese & Snell, 1991;Sisson et al, 1988). Evidence also supports the use of auditory (delivered via tape recording) and vibratory (delivered via a small wrist-worn device) prompting among adults with severe sensorimotor impairments and intellectual disability (Lancioni et al, 2007), a group often neglected within empirical studies.…”

Section: Dressing Skillsmentioning

confidence: 99%