Comparison of the effects of three approaches on the frequency of stimulus activations, via a single switch by students with profound intellectual disabilities

The effects of three classes of reinforcing stimuli were compared across three students with profound intellectual disabilities. A multielement design with no baseline and final “best treatments” phase was used to measure the frequency of single-switch activations by each student across treatments. The three interventions were Treatment A, adapted toys and devices; Treatment B, cause-and-effect commercial software; and Treatment C, instructor-created video programs. Stimulus activations using a single switch were consistently greater when using individualized computer-based video programs. Implications for identifying stimuli for students who may not respond to traditional methods for teaching means–end contingencies (cause and effect) are discussed.

Author: 
Mechling L. C.
Year: 
2006
Source: 
The Journal of Special Education, 40(2), 94-102.
Type: 
Related Research
Grade Level: 
birth to preschool
early elementary
intermediate elementary
middle school
secondary
transition
IDEA Disability Category: 
autism
intellectual disability
traumatic brain injury
Instructional Support: 
alternate access devices and systems
opportunities to learn concepts
practice and reinforcement activities