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Use of self-operated auditory prompts to decrease aberrant behaviors in students with moderate mental retardation
P A Alberto1, T A Taber, L D Fredrick
1Georgia State University, Department of Educational Psychology and Special Education, Atlanta 30303, USA.
Research in Developmental Disabilities
|January 21, 2000
Summary
Self-operated auditory prompts effectively reduced off-task and aberrant behaviors in students with moderate intellectual disability. This intervention demonstrated stimulus control in school and community settings.
Area of Science:
- Behavioral Psychology
- Special Education
- Applied Behavior Analysis
Background:
- Off-task and aberrant behaviors can impede learning for students with moderate intellectual disability.
- Effective interventions are needed to support these students in various settings.
Purpose of the Study:
- To evaluate the efficacy of self-operated auditory prompts in decreasing off-task and aberrant behaviors.
- To determine if students with moderate intellectual disability can utilize these prompts independently.
Main Methods:
- A multiple-probe across settings design with reversal and replication was employed.
- The study involved two students with moderate intellectual disability in school and community settings.
Main Results:
- Self-operated auditory prompts achieved stimulus control.
- Aberrant behaviors decreased significantly when students used the prompts.
Conclusions:
- Self-operated auditory prompts are an effective intervention for reducing off-task and aberrant behaviors.
- This prompting system can be successfully used by individuals with moderate intellectual disability in diverse environments.