Affiliation:
1. Florida State University, Tallahassee, FL, USA
2. Vanderbilt University, Nashville, TN, USA
Abstract
Children’s skill level in using a spoon facilitates increased independence during mealtimes and greater control over the pace and quantity of food intake, which has important implications for health and self-determination. Children with severe multiple disabilities, including cognitive and visual impairment (VI), require intensive instruction to achieve independence using a spoon. We used graduated guidance and verbal prompting to teach spoon use to three children with severe multiple disabilities, including cognitive and VI, in a pullout setting during afternoon snack at school. Efficacy of the intervention was tested using a multiple probe design across participants. Results show that the intervention was associated with an increase in participants’ independent, accurate spoon use; although, in the time allotted, participants did not reach full independence with all steps of spoon use. Implications for practice and future research are discussed.
Subject
Public Health, Environmental and Occupational Health,General Health Professions,Social Psychology
Cited by
2 articles.
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