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AN ENRICHED TEACHING PROGRAM FOR REDUCING RESISTANCE AND INDICES OF UNHAPPINESS AMONG INDIVIDUALS WITH PROFOUND MULTIPLE DISABILITIES
Author(s) -
Green Carolyn W.,
Reid Dennis H.,
Rollyson Jeannia H.,
Passante Susan C.
Publication year - 2005
Publication title -
journal of applied behavior analysis
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.1
H-Index - 76
eISSN - 1938-3703
pISSN - 0021-8855
DOI - 10.1901/jaba.2005.4-04
Subject(s) - psychology , resistance (ecology) , session (web analytics) , discontinuation , medical education , presentation (obstetrics) , teaching staff , clinical psychology , pedagogy , medicine , psychiatry , ecology , radiology , world wide web , computer science , biology
We evaluated an enriched teaching program for reducing resistance and indices of unhappiness displayed by 3 individuals with profound multiple disabilities during teaching sessions. The program involved presentation of preferred activities before, during, and after each teaching session, discontinuation of identified nonpreferred activities, and a brief break and preferred activity following occurrence of resistance. Implementation of the enriched teaching program was accompanied by reductions in resistance and indices of unhappiness for each participant. Results also indicated no negative impact of the program on participant performance of the teaching steps or staff teaching proficiency. Staff questionnaire responses provided a degree of social validation for the observed changes in that staff reported the participants liked the enriched teaching program more than the traditional teaching process. Directions for future research discussed include identifying critical aspects of the overall program and the potential relation between teaching proficiency and the program's enrichment effectiveness.