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Parsons MB, Reid DH, Towery D, et al. Remediating minimal progress on teaching programs by adults with severe disabilities in a congregate day setting. Behav Anal Pract. 2008;1(2):59-67doi: 10.1007/BF03391729.
Parsons, M. B., Reid, D. H., Towery, D., England, P., & Darden, M. (2008). Remediating minimal progress on teaching programs by adults with severe disabilities in a congregate day setting. Behavior analysis in practice, 1(2), 59-67. https://doi.org/10.1007/BF03391729
Parsons, Marsha B, et al. "Remediating minimal progress on teaching programs by adults with severe disabilities in a congregate day setting." Behavior analysis in practice vol. 1,2 (2008): 59-67. doi: https://doi.org/10.1007/BF03391729
Parsons MB, Reid DH, Towery D, England P, Darden M. Remediating minimal progress on teaching programs by adults with severe disabilities in a congregate day setting. Behav Anal Pract. 2008;1(2):59-67. doi: 10.1007/BF03391729. PMID: 22477689; PMCID: PMC2846591.
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Behav Anal Pract. 2008;1(2):59-67. doi: 10.1007/BF03391729.

Remediating minimal progress on teaching programs by adults with severe disabilities in a congregate day setting.

Behavior analysis in practice

Marsha B Parsons, Dennis H Reid, Donna Towery, Peggy England, Michaela Darden

Affiliations

  1. J. Iverson Riddle Center, Morganton, North Carolina.

PMID: 22477689 PMCID: PMC2846591 DOI: 10.1007/BF03391729

Abstract

We evaluated a modified teaching approach for improving the performance of adults with severe disabilities who were making minimal progress on teaching programs in a congregate day setting. An approach for enhancing progress was developed for implementation within the ongoing routine of the adult day setting using resources indigenous to the setting. The teaching approach, based on early intensive teaching programs, involved increasing teaching trials, adding another consequence to the reinforcement component, and reducing distractions. Improved progress accompanied the approach with each of 4 participating adults. Measures of happiness and problem behavior showed no detrimental effect on quality of life. Advantages and disadvantages of the teaching approach are discussed regarding implications for practitioners.

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