Teaching Elementary Students with Moderate Intellectual Disabilities How to Shop for Groceries

Abstract

A multiple probe across participants design assessed the effectiveness of an instructional strategy to teach 10 elementary-aged students with moderate intellectual disabilities how to shop for grocery items. Following the intervention, which consisted of in vivo training using constant time delay and simulation training using a pictorial storyboard, 6 students achieved criterion. Two other students' shopping performances improved considerably during training, but the students did not achieve criterion as training was discontinued due to the end of the school year. Maintenance data indicate that the students who achieved criterion retained their skills for 6 weeks, and generalization data indicate that they could shop for the same items in a novel store.

Constant and Progressive Time Delay Procedures for Teaching Children with Autism: A Literature Review

“…Of the 10 reports on CTD, there were 4 treatment packages that combined time delay with other instructional procedures (Dipipi, Jitendra, & Miller, 2001;Gardill & Browder, 1995;Morse & Schuster, 2000;Winterling, Gast, Wolery, & Farmer, 1992), and one comparison of CTD with the system of least prompts (Ault, Wolery, Gast, Doyle, & Eizenstat, 1988). Three of the twelve studies compared the effectiveness of the PTD procedure with other instructional procedures, including the system of least prompts strategy (Godby, Gast, & Wolery, 1987), a visual fading procedure (Matson, Sevin, Box, Francis, & Sevin, 1993), and the most-to-least instructional strategy (Heckaman, Alber, Hooper, & Heward, 1998).…”

“…Three studies (30%) used general active attentional cues (Hughes, Schuster, & Nelson, 1993;Morse & Schuster, 2000;Winterling et al, 1992), specifically ''Are you ready to work? '', ''Are you ready to shop for (item)?…”

“…The number of sessions at 0-s delay ranged from 1 (Winterling et al, 1992) to as many as necessary until one session of 100% prompted corrects was recorded Norman et al, 2001). Two 0-s delay sessions were employed in three studies (Morse & Schuster, 2000;Nietimp & Cole, 1992;Wall & Gast, 1997), three 0-s sessions were conducted by Wall et al (1999), four sessions by Gardill and Browder (1995), and ten by Hughes et al (1993). Dipipi et al (2001) used 0-s delay trials conducted at the beginning of each of the 6 CTD sessions.…”

Zihinsel Yetersizliği Olan Bireylere Bankamatikten Para Çekme Becerisinin Öğretiminde Bilgisayar Destekli Video Öğretiminin Etkililiği

“…The main purpose in teaching children with intellectual disabilities is to prepare them to work, produce and to live independently in their society. Many skills such as shopping (DiPipi-Hoy and Jitendra, 2004;Morse and Schuster, 2000), receiving help when get lost (Taber, Alberto, Seltzer and Hughes, 2003), letter posting, check cashing and crossing streets (Branham et al, 1999) are gained in order to increase the independence of the individual. Model teaching is based on teaching these skills.…”

Acquisition of mathematical vocabulary using constant time delay with individuals with moderate and severe disabilities.

“…Overwhelmingly, previous research studies have paired teaching functional skills with the lowest performing individuals using CTD (Bozkurt & Gursel, 2005;Morse & Schuster, 2000;& Schuster, et aI., 1988). In review of the literature, it appeared that individuals with mild mental disabilities or individuals with learning disabilities have more often received instruction in prior research projects using core content or academic based material.…”