Abstract
Purpose: The purpose of this study was to examine the effects of self-scheduling instruction on self-scheduling free time activities and supported self-directed behaviors of students with physical and multiple disabilities. Method: Three elementary students with physical and multiple disabilities living in institutions participated in the study. This study used a multiple probe baseline design across subjects. Results: First, all participants demonstrated an increase in the performance of self-scheduling free time activities, and it was maintained. Second, all participants showed increased supported self-directed behavior and it was maintained. However, participant B showed a declining tendency during the maintenance. Conclusion: This study indicated that even students with physical and multiple disabilities who require the intensive support of others can control their time and environments by scheduling their own time and that in the context of support staff respecting their own volition, they can participate scheduled activities in a more autonomous way.
Translated title of the contribution | The Effects of Self-Scheduling Instruction on Self-Scheduling Free Time Activities and Supported Self-Directed Behaviors of Children with Physical and Multiple Disabilities |
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Original language | Korean |
Pages (from-to) | 327-357 |
Number of pages | 31 |
Journal | Korean Journal of Physical, Multiple and Health Disabilities |
Volume | 65 |
Issue number | 4 |
DOIs | |
State | Published - 2022 |
Bibliographical note
Publisher Copyright:© 2022 Authors. All rights reserved.
Keywords
- physical and multiple disabilities
- self-directed behavior
- self-scheduling