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Establishing walking by severely retarded children

S Haavik, K Altman

    Perceptual and Motor Skills
    |June 1, 1977
    PubMed
    Summary

    Behavioral interventions using operant techniques can help severely retarded children learn to walk independently. A four-level training sequence is described, showing positive results in case studies.

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    Area of Science:

    • Developmental Psychology
    • Behavioral Science

    Background:

    • Independent ambulation is crucial for development in children with severe intellectual disabilities.
    • Existing literature on behavioral interventions for walking is reviewed.

    Purpose of the Study:

    • To examine the implications of independent ambulation for severely retarded children.
    • To review behavioral interventions facilitating walking.
    • To present a data-based training sequence for teaching walking.

    Main Methods:

    • Review of literature on behavioral interventions for walking.
    • Application of operant techniques from applied behavior analysis.
    • Description of a four-level, data-based training sequence for walking acquisition.

    Main Results:

    • Findings support the efficacy of operant techniques in teaching walking.
    • Representative data from five severely retarded children demonstrate progress.
    • The described sequence progresses from standing to independent walking on command.

    Conclusions:

    • Operant techniques are valuable for teaching independent ambulation to severely retarded children.
    • A structured, data-based approach can facilitate walking acquisition.
    • The presented training sequence offers a practical framework for intervention.

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