Abstract
The current study evaluated the effects of training Big 6 + 6 motor skills on untrained daily living skills. Precision teaching suggests that improved speed of component behaviors can lead to better performance of composite skills. Researchers used a pre-post probe single-subject design to evaluate the effects of frequency building on the motor tasks of push and grasp, as well as the associated effects on the composite skills prior to and following intervention on the component skills. Results suggest that the participant increased his frequencies on all of the component skills. The speed and accuracy of composite skills were higher following the intervention. Researchers also assessed for generalization to other significant contexts.
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All procedures performed in studies involving human participants were in accordance with the ethical standards of the institutional and/or national research committee and with the 1964 Helsinki declaration and its later amendments or comparable ethical standards.
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Implications for Practice
• Precision teaching (PT) on the Big 6 + 6 fine motor skills can be an effective procedure for increasing the frequency of execution of composite skills.
• Retention, endurance, application, and stability outcomes can be used to assess the effects of the training on the target composite skill.
• Interventions based on the Big 6 + 6 can be a viable strategy for promoting the independence of individuals with intellectual disabilities, through generalization of routines in a home setting.
• The procedure appears to be efficient in providing the anticipated results in a relatively short time.
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Vascelli, L., Iacomini, S., Gueli, G. et al. The Effects of the Big 6 + 6 Skills Training on Daily Living Skills for an Adolescent With Intellectual Disability. Behav Analysis Practice 13, 955–960 (2020). https://doi.org/10.1007/s40617-020-00471-6
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DOI: https://doi.org/10.1007/s40617-020-00471-6