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Teaching money skills through stimulus class formation, exclusion, and component matching methods: three case studies
L T Stoddard1, J Brown, B Hurlbert
1Behavior Analysis Department, E. K. Shriver Center for Mental Retardation, Waltham, MA 02254.
Research in Developmental Disabilities
|January 1, 1989
Summary
This study introduces a new method for teaching money skills to individuals with intellectual disabilities, requiring minimal direct instruction. The approach fosters emergent money management abilities through stimulus generalization and component matching.
Area of Science:
- Behavioral Science
- Special Education
Background:
- Effective teaching of monetary skills is crucial for individuals with intellectual disabilities.
- Traditional methods often require extensive explicit training.
Observation:
- The methodology focuses on emergent behavior development.
- Key processes include stimulus class formation, exclusion, and matching of stimulus components.
Findings:
- The novel methodology successfully taught monetary skills with reduced explicit training.
- Case studies demonstrated the effectiveness of the procedures.
Implications:
- This approach offers a more efficient way to impart essential life skills.
- It has the potential to improve financial independence for individuals with intellectual disabilities.