A COMPARISON OF SYNTAX TRAINING FOR STUDENTS WITH DEVELOPMENTAL DISABILITIES UTILIZING CLINICIAN-DIRECTED VERSUS SELF-DETERMINED SESSION PARADIGMS

摘要: Self-determination is the ability to control one’s life and actively participate in decisions which affect direction of life. This considered a critical skill for individuals with developmental disabilities. The make choices, plan, self-evaluate are among primary skills included development self-determination. Currently, there very limited emphasis on importance self-determination literature communication disorders. study was designed determine if teaching paradigm incorporates key elements as or more effective efficient syntax than traditional, clinician-directed students Two methods instruction were compared 4 Down syndrome between ages 7 13 years using an Adapted Alternating Treatment (AAT) single subject design. In Clinician Directed (CD) condition, clinician selected reinforcing activities, scheduled order those provided feed-back accuracy their productions. Self-Determined (SD) chose activities from possible self-evaluated productions. Results indicated that both traditional approach (CD)and self-determined targets all achieving criterion at unexpectedly rapid rate maintaining regardless condition. CD condition slightly SD 3 study; however, 2 these students, difference only 1 session conditions. required responses, element skills. Interestingly, appeared learn self-correct errors sooner Further investigation needed, but case might be made including training could justify slight loss efficiency, does so without disrupting effectiveness.