The effects of instructional mode on the skill acquisition of a recreation/leisure task by elementary students with severe mental retardation

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dc.contributor.advisor Feldman, David en_US
dc.contributor.author Burroughs, Edythe en_US
dc.date.accessioned 2011-06-03T19:23:48Z
dc.date.available 2011-06-03T19:23:48Z
dc.date.created 1992 en_US
dc.date.issued 1992
dc.identifier LD2489.Z64 1992 .B87 en_US
dc.identifier.uri http://cardinalscholar.bsu.edu/handle/handle/175352
dc.description.abstract This study investigated the efficacy of three different modes of teaching elementary school students identified as severely mentally handicapped. The modes of instruction used were one-to-one instruction, sequential group instruction, and combination concurrent/sequential. The skills trained with these methods were the operation of three recreation and leisure skills: a Spiromatic, a hand held pin ball game, and a radio. The modes of instruction were then compared on the basis of effectiveness, efficiency, and situational generalization.Three children, ages 7 to 11, from an elementary school classroom for students identified as severely and profoundly mentally handicapped were employed as subjects. Each of the three leisure skills were task analyzed and taught with a forward chaining procedure and a least-to-most intrusive form of prompting in the classroom setting.An alternating treatment design was used. The design consisted of three phases: baseline phase, experimental treatment phase, and application phase. During the experimental treatment phase the three treatment conditions were run in a counterbalanced order. The application phase involved applying the most effective training condition to teach the remainder of the three tasks to the participants.Both visual and statistical analyses were used to examine the data obtained. The split middle approach was employed to conduct the visual analysis. Repeated measures multivariate analysis of variance was used for the statistical analysis.Results of the analyses generally suggest that one-to -one instruction was superior in terms of effectiveness and efficiency. This was true for all subjects with the exception of one subject for whom one-to-one and sequential instruction were found to be equivalent in terms of effectiveness. However, the degree to which this method was better did vary among subjects. Situational generalization occurred equally with all three modes examined. en_US
dc.description.sponsorship Department of Special Education
dc.format.extent ix, 279 leaves : ill. ; 28 cm. en_US
dc.source Virtual Press en_US
dc.subject.lcsh Children with mental disabilities -- Education (Elementary) en_US
dc.subject.lcsh Special education -- Activity programs. en_US
dc.subject.lcsh Life skills. en_US
dc.subject.lcsh Motor ability. en_US
dc.title The effects of instructional mode on the skill acquisition of a recreation/leisure task by elementary students with severe mental retardation en_US
dc.description.degree Thesis (D. Ed.) en_US
dc.identifier.cardcat-url http://liblink.bsu.edu/catkey/832988 en_US
dc.identifier.cardcat-url http://liblink.bsu.edu/uhtbin/catkey/1837768


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  • Doctoral Dissertations [3248]
    Doctoral dissertations submitted to the Graduate School by Ball State University doctoral candidates in partial fulfillment of degree requirements.

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