Use of Teacher-Paced Instruction in Developing and Maintaining Independent Self-Feeding

Abstract

This study examined the use of teacher-paced instruction in developing and maintaining independent self-feeding. Teacher-paced instruction involved a procedure that controlled the rate at which the subject was given portions of his meal. A severely retarded and physically handicapped public school student who exhibited repetitious and inappropriate mealtime behaviors served as the subject. An ABAB design was used to evaluate treatment effects, and a partial withdrawal of treatment components was used to facilitate maintenance. The results indicated that teacher-paced instruction was effective in reducing inappropriate mealtime behavior and could be faded easily and quickly. Follow-up indicated that treatment effects were maintained.

Keywords

teacher-paced instruction independent self-feeding severely handicapped mealtime behaviors maintenance school-age partial withdrawal design

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