Using Flashcards and Descriptive Feedback to Teach Industrial Kitchen Equipment to a Student with Intellectual Disabilities in a Postsecondary Education Program

With postsecondary education opportunities for adult students with intellectual and developmental disabilities (IDD) on the rise, it is important to find socially validated research-based methods that are appropriate for the university or other community-based postsecondary instructional settings. T...

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Bibliographic Details
Published in:Behavior analysis in practice 2024-06, Vol.17 (2), p.544-552
Main Authors: Huba, Katie, Belfiore, Phillip J.
Format: Article
Language:English
Subjects:
Behavioral Science and Psychology
Data collection
Developmental disabilities
Employment
Enrollments
Error correction & detection
Feedback
Higher education
Intellectual disabilities
Psychology
Research Article
Students
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Summary:With postsecondary education opportunities for adult students with intellectual and developmental disabilities (IDD) on the rise, it is important to find socially validated research-based methods that are appropriate for the university or other community-based postsecondary instructional settings. The present research examines the effects of using flashcards with descriptive feedback and opportunities to respond, to teach one student with intellectual disabilities, enrolled in a postsecondary education-training program, commonly used industrial kitchen equipment. Results showed that discrete trail instruction, which included an error correction strategy of descriptive feedback plus opportunities to correctly respond was highly effective in mastery and maintenance of kitchen equipment identification, and generalization when asked to locate those items in the university kitchen lab.
ISSN:1998-1929
2196-8934
DOI:10.1007/s40617-023-00853-6