Improving independence in the community for students with multiple disabilities through the use of low-tech communication tools

Persistent Link:
http://hdl.handle.net/10150/278719
Title:
Improving independence in the community for students with multiple disabilities through the use of low-tech communication tools
Author:
Jackson, Lisa Monica
Issue Date:
2000
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
The goal of this study was to increase the independent functional life skills of students with multiple disabilities within their communities using simple teacher made communication tools. Participants were three students, ages 10--12, with multiple disabilities which included blindness, mental retardation, and non-speech communication. The study used a multiple baseline across subjects design. All phases of the study were implemented within the community. Intervention consisted of teaching students to make monetary transactions by using a wallet with instructions for a cashier attached with velcro. Data indicated that this low-tech communication system enabled each of the students to (a) initiate and complete monetary transactions with cashiers in one community setting and (b) generalize the skiff to a new community setting.
Type:
text; Thesis-Reproduction (electronic)
Keywords:
Education, Special.
Degree Name:
Ed.S.
Degree Level:
masters
Degree Program:
Graduate College; Special Education, Rehabilitation and School Psychology
Degree Grantor:
University of Arizona
Advisor:
Umbreit, John

Full metadata record

DC FieldValue Language
dc.language.isoen_USen_US
dc.titleImproving independence in the community for students with multiple disabilities through the use of low-tech communication toolsen_US
dc.creatorJackson, Lisa Monicaen_US
dc.contributor.authorJackson, Lisa Monicaen_US
dc.date.issued2000en_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractThe goal of this study was to increase the independent functional life skills of students with multiple disabilities within their communities using simple teacher made communication tools. Participants were three students, ages 10--12, with multiple disabilities which included blindness, mental retardation, and non-speech communication. The study used a multiple baseline across subjects design. All phases of the study were implemented within the community. Intervention consisted of teaching students to make monetary transactions by using a wallet with instructions for a cashier attached with velcro. Data indicated that this low-tech communication system enabled each of the students to (a) initiate and complete monetary transactions with cashiers in one community setting and (b) generalize the skiff to a new community setting.en_US
dc.typetexten_US
dc.typeThesis-Reproduction (electronic)en_US
dc.subjectEducation, Special.en_US
thesis.degree.nameEd.S.en_US
thesis.degree.levelmastersen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.disciplineSpecial Education, Rehabilitation and School Psychologyen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorUmbreit, Johnen_US
dc.identifier.proquest1398919en_US
dc.identifier.bibrecord.b4048547xen_US
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