The present study combined behavior therapy and physical therapy to teach a young child with multiple severe handicaps to use a walker. First, a prerequisite behavior, holding onto both handles of the walker, was trained via contingent-interrupted auditory stimulation procedures. Then, independent step-ping with the walker was increased using physical prompts delivered according to a hierarchy of intrusive-ness. Withdrawal single-case experimental designs demonstrated the controlling effects of treatments. One-year follow-up probes indicated maintenance of treatment gains. Finally, results showed that ambulation training was correlated with a significant reduction in stereotypic behavior.
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