Improving independence in the community for students with multiple disabilities through the use of low-tech communication tools
AuthorJackson, Lisa Monica
MetadataShow full item record
PublisherThe University of Arizona.
RightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
AbstractThe goal of this study was to increase the independent functional life skills of students with multiple disabilities within their communities using simple teacher made communication tools. Participants were three students, ages 10--12, with multiple disabilities which included blindness, mental retardation, and non-speech communication. The study used a multiple baseline across subjects design. All phases of the study were implemented within the community. Intervention consisted of teaching students to make monetary transactions by using a wallet with instructions for a cashier attached with velcro. Data indicated that this low-tech communication system enabled each of the students to (a) initiate and complete monetary transactions with cashiers in one community setting and (b) generalize the skiff to a new community setting.
Degree ProgramGraduate College
Special Education, Rehabilitation and School Psychology