Date of Award
Bachelor of Education Honours
Faculty of Community Services, Education and Social Sciences
A large body of evidence suggests that the use of self-management procedures can reduce significantly the occurrence of disruptive behaviours and teacher dependency for task completion. The present study used a single subject design with two students with developmental disabilities to test the effectiveness of a TEACCH (Treatment and Education of Autistic and related Communication Handicapped Children) self-management system. The system employed a visual schedule work routine coupled with a token economy and self-selection of reinforcers. Tho findings of this study showed that both students were able to utilise a TEACCH style self-management system to engage in on-task behaviour and to reduce disruptive behaviours and teacher dependency without external prompting. In addition, performance accuracy was maintained by both students during the course of the investigation following the introduction of treatment. One student demonstrated improved work productivity during the course of the study. This investigation demonstrated the effectiveness of the TEACCH procedures. A key feature of the procedure was the use of a highly visual schedule-following chained task sequencing work system. The results suggest that aspects of the procedure might work well for other individuals who have a moderate or severe developmental disability. Success was also demonstrated by one student whose performance improved even after the physical components of the work system were removed during a probe phase.
Cabrera, J. M. (1999). A student self-management strategy for reducing inattentiveness, disruptiveness and teacher intervention. Retrieved from http://ro.ecu.edu.au/theses_hons/504