Using a Multicomponent Adapted Power Card Strategy to Decrease Latency during Interactivity Transitions for Three Children with Developmental Disabilities

Autor/inn/en	Angell, Maureen E.; Nicholson, Joanna K.; Watts, Emily H.; Blum, Craig
Titel	Using a Multicomponent Adapted Power Card Strategy to Decrease Latency during Interactivity Transitions for Three Children with Developmental Disabilities
Quelle	In: Focus on Autism and Other Developmental Disabilities, 26 (2011) 4, S.206-217 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1088-3576
DOI	10.1177/1088357611421169
Schlagwörter	Elementary School Students; Developmental Disabilities; Autism; Mental Retardation; Reaction Time; Cues; Student Interests; Student Behavior; Intervention; Outcomes of Treatment + Suchen Sie Ihr Suchwort? Entwicklungsstörung; Autismus; Geistige Behinderung; Reaktionsvermögen; Stichwort; Studieninteresse; Student behaviour; Schülerverhalten
Abstract	An adapted Power Card strategy was examined to determine effectiveness in decreasing latency in responding to teacher cues to initiate interactivity transitions in the classroom among three students, aged 10 to 11 years, with developmental disabilities (i.e., one with autism and two with intellectual disability). The Power Card strategy, a form of visually cued instruction, included scripts in which the students' "heroes" or preferred fictional characters demonstrated targeted interactivity transition behaviors. The strategy decreased response latency for all three students as documented within a single-case withdrawal (A-B-A-B-A-B) design replicated across the three participants. Instructional staff implemented the intervention and, at the end of the study, all remarked about the dramatic effectiveness of the adapted Power Card strategy, said they would use this strategy in the future, and noted that overall classroom functioning had improved. Implications for classroom practice and recommendations for further research on the use of Power Card strategies are discussed. (Contains 4 figures.) (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10