Object-Related Play Skills of Youths with Mental Retardation

1994 ◽  
Vol 15 (3) ◽  
pp. 177-188 ◽  
Author(s):  
D. Michael Malone ◽  
John Langone
Keyword(s):  
Mental Retardation ◽  
Literature Search ◽  
Single Subject ◽  
Positive Outcomes ◽  
Play Skills ◽  
Inclusion Criteria ◽  
Single Subject Research ◽  
Toy Play ◽  
Play Behaviors ◽  
Assertive Training

Areview of single-subject research designed to enhance the object-related play of youths with mental retardation is presented. Eleven studies, obtained from a literature search of appropriate journals, references of relevant articles, and computer databases, met inclusion criteria. Studies were organized by intervention type: (a) response to the introduction of toys, (b) programmed reinforcement of toy play, and (c) direct or assertive training procedures. Positive outcomes in the form of improved play behaviors were consistently reported across intervention type. The apparent responsiveness of participants' play skills to intervention indicates a need for further research in appropriate interventions.

scholarly journals Implementing Stay-Play-Talk With Children Who Use AAC

2018 ◽  
Vol 38 (4) ◽  
pp. 220-233 ◽  
Author(s):  
Katherine E. Severini ◽  
Jennifer R. Ledford ◽  
Erin E. Barton ◽  
Kirsten C. Osborne
Keyword(s):  
Augmentative And Alternative Communication ◽  
Children With Disabilities ◽  
Functional Relation ◽  
Free Play ◽  
Future Research ◽  
Single Subject ◽  
Play Skills ◽  
Single Subject Research ◽  
Play Behaviors ◽  
Stay And Play

Withdrawal and multitreatment single subject research designs were used to evaluate the effectiveness of stay-play-talk (SPT) interventions on social behaviors of preschool-aged peers to children with disabilities. Each group included at least one socially competent peer and one child with Down syndrome who used an augmentative and alternative communication (AAC) device as a primary mode of communication. Peers were trained to use SPT strategies during free play sessions, and a modified reinforcement system and modified peer arrangement were introduced for one group. For one group, results indicate a functional relation between the original SPT intervention and increased stay and play behaviors. For the other group, results indicate a functional relation between SPT with modified arrangement and increased stay and play behaviors. Future research is needed to determine effectiveness of SPT interventions for children with disabilities who have more sophisticated functional play skills, as well as utility of creating peer dyads compared with peer triads.

Generalized Reduction of Disruptive Behavior in Unsupervised Settings through Specific Toy Training

1987 ◽  
Vol 12 (1) ◽  
pp. 38-44 ◽  
Author(s):  
Suzanne Santarcangelo ◽  
Kathleen Dyer ◽  
Stephen C. Luce
Keyword(s):  
Differential Reinforcement ◽  
Effective Means ◽  
Disruptive Behaviors ◽  
Children With Autism ◽  
Training Procedure ◽  
Play Skills ◽  
Toy Play ◽  
Play Behaviors ◽  
Students With Autism ◽  
Extrinsic Reinforcement

This study was designed to achieve a reduction of disruptive behaviors in unsupervised settings through reinforcement of appropriate play behaviors in students with autism. In Experiment 1, two students were exposed to training consisting of differential reinforcement of appropriate play, verbal feedback and prompts for inappropriate play or disruptive behaviors, and a specific toy training condition which involved extrinsic reinforcement of specific components of toy play. This training resulted in decreases in disruptive behaviors accompanied by generalization and maintenance of appropriate play in an unsupervised setting. In a second experiment, two additional children exposed to the specific toy training procedure showed similar decreases in disruptive behaviors accompanied by generalization and maintenance of play skills. The results show that reinforcement of appropriate toy play is an effective means of reducing disruptive behaviors in unsupervised settings in children with autism.

scholarly journals The Instructional Thematic Game for Children with Mild Mental Retardation: For Enhancement of Left-Right Recognition Skill

2017 ◽  
Vol 7 (1) ◽  
pp. 469
Author(s):  
Dandhi Kuswardhana ◽  
Shinobu Hasegawa ◽  
Juhanaini Juhanaini
Keyword(s):  
Mental Retardation ◽  
Single Subject ◽  
Mild Mental Retardation ◽  
Left Hand ◽  
Single Subject Research ◽  
Learning Skill ◽  
Information Problem Solving ◽  
The Subject ◽  
Hand Recognition ◽  
Enhanced Learning

Children with mild mental retardation had several difficulties with interaction, remembering information, problem-solving, physic-motoric, learning problem, etc. Therefore, we proposed a novel framework to increase their learning skill using instructional thematic game rehabilitation framework based on Kinect sensor as the solution. Basically, the framework had three components. First, intellectual functions, which implied to the competencies reached through the game by the student. Second, instructional thematic game model, which was the concept to learn everything from the real single topic of the subject by associating to the abstract objects. Three, computer sensor device, which was the equipment as the bridge between the children and the program application. This research covered enhancement of right and left-hand recognition. We adopted Single Subject Research to evaluate the effectiveness of the system and to explore each of the individual’s progress. This process was divided into 2 steps. Namely, baseline stage and treatment stage. Apparently, from our finding, such framework gave the student an enhanced learning skill covering left-right recognition skill, decreasing the level of disturbance, and improving the level of learning independence.

scholarly journals Efektivitas Permainan Lompat Tali Karet untuk Meningkatkan Kemampuan Motorik Kasar pada Anak Tunagrahita Ringan di SLB Hikmah Reformasi, Padang

2019 ◽  
Vol 4 (2) ◽  
pp. 137-146
Author(s):  
Niza Fitria Auliani ◽  
Ardisal Ardisal
Keyword(s):  
Mental Retardation ◽  
Motor Skills ◽  
The Body ◽  
Single Subject ◽  
Initial Condition ◽  
Motor Ability ◽  
Not Given ◽  
Child Treatment ◽  
Single Subject Research ◽  
Condition B

This research reveals that the child is mental retardation in the SLB of Hikmah Reformasi Padang that has problems with the rough motor capability that is the balance of the body when jumping. The research is aimed at finding out if the elastic rope jumping game is effective for enhancing the rough motor skills in the child is mental retardation. The research method used is Single Subject Research using A-B-A design. Tests given in the form of action tests are performing a rubber rope jumping game starting with standing upright, jumping with two legs as a rejection, the movement hovering in the air with both legs slightly attached, regulating the balance of the body when And the flexibility of the child in the jumping movement. Then the researcher conducting data analysis ie at A1 the initial condition of the rough motor ability of the child to obtain the result 22.22%, on condition B given the child treatment through the game of rubber rope jump obtained yield 88.88%. Next on condition A2 observations of child ability after not given the game (treatment) obtained the result 88.88%. From these results known children's abilities have improved using a rubber dance jumping game.

Early Intervention for Children with Conduct Disorders: A Quantitative Synthesis of Single-Subject Research

1986 ◽  
Vol 11 (4) ◽  
pp. 260-271 ◽  
Author(s):  
Thomas E. Scruggs ◽  
Margo A. Mastropieri ◽  
Stephen B. Cook ◽  
Colette Escobar
Keyword(s):  
Conduct Disorders ◽  
Outcome Variable ◽  
Single Subject ◽  
Positive Outcomes ◽  
Single Subject Research ◽  
Treatment Data ◽  
Quantitative Synthesis ◽  
Study Characteristics ◽  
Data Points ◽  
Differential Attention

To evaluate treatment of preschool children with conduct disorders, 16 studies were reviewed in which single-subject methodology was employed. Studies were coded for a number of variables including (a) description of target subjects, (b) type of intervention, (c) length and intensity of intervention, (d) primary intervenor, and (e) setting as well as a quantitative outcome variable, percent of treatment data points nonoverlapping with previous baseline phases. Variables were analyzed for covanation between outcomes and study characteristics. Results indicated that (a) reinforcement produced most positive outcomes, followed by punishment timeout and differential attention, respectively: and (b) subject characteristics such as sex, handicapping condition, and target behavior generally bore little relation to treatment outcome. Finally, stronger outcomes were found for homebased interventions and younger subjects, but these findings were inconsistent and were thought to reflect the effects of other variables. Implications for further research are given.

scholarly journals Efektivitas Metode Multisensory dalam Meningkatkan Kemampuan Memulai Membaca Pada Anak Tunagrahita Ringan

2020 ◽  
Vol 12 (2) ◽  
pp. 139-152
Author(s):  
Muhamad Aba bahrun Mustofa ◽  
Tatik Mukhoyyaroh
Keyword(s):  
Mental Retardation ◽  
Data Analysis ◽  
Reading Ability ◽  
Reading Skills ◽  
Early Reading ◽  
Special School ◽  
Single Subject ◽  
Ability Test ◽  
Early Reading Skills ◽  
Single Subject Research

This study aims to test the effectiveness of the multisensory method of early reading skills in children with mild mental retardation in grade VI at SLB (Special School) Bina Bangsa, Ngelom, Taman, Sidoarjo. The research method used in this research is the Single Subject Research (SSR) experimental method with the ABA design model. The subject in this study was a grade 6 student with mental retardation at Special School (SLB) Bina Bangsa, Ngelom, Taman, Sidoarjo. The data collection technique used in this study was an initial reading ability test. The data analysis technique in this research is descriptive statistical data analysis techniques with data analysis in conditions and between conditions. The results of this study indicate that the multisensory method is effective in improving early reading skills in mildly retarded children.

PENGARUH ASERTIVE TRAINING TERHADAP PENINGKATAN MOTIVASI BELAJAR ANAK YANG BERPERILAKU MALADAPTIF DI KELURAHAN TAMANSARI KECAMATAN BANDUNG WETAN KOTA BANDUNG

2019 ◽  
Vol 18 (1) ◽  
Author(s):  
Winda Januarti
Keyword(s):  
Multiple Baseline ◽  
Single Subject ◽  
Single Subject Design ◽  
Subject Design ◽  
Assertive Training

Tujuan penelitian untuk memperoleh gambaran secara empiris, sehingga mampu melakukan analisis tentang Asertive Training terhadap peningkatan motivasi belajar anak yang berperilaku maladaptif di Kelurahan Tamansari Kecamatan Bandung Wetan Kota Bandung. Penelitian menggunakan pendekatan kuantitatif dengan metode eksperimen melalui rancangan subyek tunggal (single subject design) dan menggunakan model multiple baseline cross subjects untuk mengukur target perilaku. Subyek dalam penelitian ini adalah subyek satu yakni AM; subyek dua yakni JR; dan subyek tiga yakni NJ. Teknik pengumpulan data yang digunakan adalah wawancara, observasi dan studi dokumentasi. Hasil penelitian menunjukkan bahwa Asertive Training berpengaruh terhadap peningkatan motivasi belajar anak berperilaku maladaptif. Tingkatan pengaruh pada masing-masing subyek bervariasi dengan subyek AM dengan skor tertinggi yakni aspek komitmen, subyek JR dengan skor tertinggi yakni aspek komitmen beajar dan inisiatif belajar, subyek NJ dengan skor tertinggi yakni aspek inisiatif dan optimis belajar. Secara keseluruhan JR merupakan subyek yang memiliki tingkat pengaruh tertinggi dari intervensi Asertive Traning terhadap motivasi belajar, diantara kedua subyek yang lain. Hal ini tidak terlepas dari faktor-faktor pendukung subyek. Melalui intervensi Asertive Training, anak mampu mengelola emosi, perasaan dan tingkah laku yang berkaitan dengan pendidikan. Kata Kunci: Anak, Motivasi Belajar, Assertive Training, Perilaku Maladaptif

Sign in / Sign up

Export Citation Format

Share Document