Putting on and Removing Coats and Jackets: The Acquisition and Maintenance of Skills by Children with Severe Multiple Disabilities

Abstract

This study examined the effectiveness of a system of graduated guidance to teach independent dressing skills to three children with severe and profound disabilities. Training took place in the special classroom of an integrated elementary school. The skills included putting on and taking off jackets and coats. Oversized garments were used initially, followed by fading to normal-sized clothing belonging to the child. Task analyses were developed according to student needs. A system of graduated guidance was employed whereby no more physical assistance was given than was necessary to complete the task. Fading of graduated guidance was based on pressure cues, the child's response during the latency, and an analysis of training data. While reinforcement was individualized according to student preferences, continuous verbal feedback was given for effort, and praise was provided for independent correct performance. All three children reached criterion on each skill. Observation and interview data collected up to two years post training indicated maintenance of all skills by two students and maintenance of two skills by the other student. Interview data showed generalization of two of the four skills by all students.