Education and Training in Developmental Disabilities - Division on ...

Figure 1. Percentage of correct responses for Aa dur<strong>in</strong>g basel<strong>in</strong>e, teach<strong>in</strong>g <strong>and</strong> follow up sessions.
Results Regard<strong>in</strong>g Targeted Child “Cc”
Figure 4 illustrates skills taught to Participant
Cc, by his mother C at home. The skills are
shown <strong>in</strong> the order they were taught, beg<strong>in</strong>n<strong>in</strong>g
with “tooth brush<strong>in</strong>g”, “put toys away”,
<strong>and</strong>, “talk<strong>in</strong>g on the phone”.
Child Cc was unable to perform any of the
skill steps at basel<strong>in</strong>e. Probe data obta<strong>in</strong>ed
from all skills seem to be consistent with the
basel<strong>in</strong>e data. First skill was performed above
75%, although the f<strong>in</strong>al probe <strong>in</strong>dicated it was
388 / <strong>Education</strong> <strong>and</strong> <strong>Tra<strong>in</strong><strong>in</strong>g</strong> <strong>in</strong> <strong>Developmental</strong> <strong>Disabilities</strong>-September 2009
mastered above 80%. Mother C misplaced the
last data sheet show<strong>in</strong>g <strong>in</strong>dependence. Second
skills were performed above 80%. It was determ<strong>in</strong>ed
by his mother that the third skill, “Talk<strong>in</strong>g
on the phone” was not appropriate for
him at this time. Child Cc has noted auditory
sensitivities <strong>and</strong> adverse reactions to the voice
com<strong>in</strong>g through the phone. He refused the
skill after multiple trials <strong>and</strong> re<strong>in</strong>forcement,
<strong>and</strong> no data was taken. Accord<strong>in</strong>g to these
results, parent tra<strong>in</strong><strong>in</strong>g provided to mother can