Abstract
The purpose of this study was to evaluate the effectiveness of using picture activity schedule books to increase on-schedule and on-task behaviors of children with moderate intellectual disabilities. Four students enrolled in a self-contained classroom participated in the study. Graduated guidance, system of least prompts, and verbal prompting were used to teach students how to use the picture schedules. Percentage of on-schedule steps completed and percentage of intervals on-task were evaluated within the context of an A-BC-B-A-B withdrawal design. Stimulus generalization was assessed with novel activities in a different location and at different times during the academic day. Results showed increases in on-schedule and on-task behavior only when using the picture activity schedules. Students' on-schedule and on-task behavior generalized to novel activities, settings, and times when using the picture activity schedule books.
| Original language | English |
|---|---|
| Pages (from-to) | 209-223 |
| Number of pages | 15 |
| Journal | Education and Training in Developmental Disabilities |
| Volume | 42 |
| Issue number | 2 |
| State | Published - Jun 2007 |
ASJC Scopus subject areas
- Education
- Developmental and Educational Psychology