Promoting independent ambulation: A case study of an elementary school student with developmental disabilities.
The limited independent ambulation of individuals with developmental disabilities may be improved with the utilization of support walker devices. In the present study, a forward chaining procedure with an embedded changing criterion component was used to teach an elementary school student with multiple disabilities to acquire and maintain the skills needed to use his walker device successfully, and to increase his total distance walked while using his walker device. Results indicated that the student quickly acquired three of the four requisite steps necessary to use the walker device, but eventually acquired all four steps after procedural modifications. After mastering the four steps, the student gradually increased his total distance walked. Results were maintained when assessed two months post-intervention. Limitations and directions for future research are discussed.
Department of Psychology, University of Southern Mississippi, Hattiesburg, MS, United States. Electronic address: roderick.ohandley@eagles.usm.edu.
Roderick D
RD
O'Handley
Department of Psychology, University of Southern Mississippi, Hattiesburg, MS, United States.
Komila
K
Dadakhodjaeva
Department of Psychology, University of Southern Mississippi, Hattiesburg, MS, United States.
Keith C
KC
Radley
Department of Psychology, University of Southern Mississippi, Hattiesburg, MS, United States.
Evan H
EH
Dart
D002648:Child; D002658:Developmental Disabilities / Q000534:rehabilitation*; D006801:Humans; D008297:Male; D051346:Mobility Limitation; D014853:Walkers; D016138:Walking
Developmental disabilities; Distance walked; Forward chaining; Independent ambulation; Task analysis; Walker device