Teaching Choice-Making Skills to Students With Moderate Mental Retardation in a School Setting in China

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  • PEI Hong
    Graduate School of Comprehensive Human Sciences, University of Tsukuba
  • WATANABE Masataka
    Faculty of Education and Human Sciences, Yokohama National University

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  • 知的障害のある生徒への学校場面における選択行動の指導
  • チテキ ショウガイ ノ アル セイト エ ノ ガッコウ バメン ニ オケル センタク コウドウ ノ シドウ

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Abstract

In the present study, choice-making behavior was taught to 3 students with moderate mental retardation at a school in China for students with disabilities. First, opportunities to choose were provided by computer and a song book. Next, using a multiple baseline across settings design, character cards and photo cards were provided in a social skills activity. The students received systematic prompts and feedback for self-selection of an activity, initiation of an activity, and engagement in an activity. Measures included the level of prompts for choice setting, subjective evaluation of the students' participation in the target activities, change in the students' choice behavior in the school setting, and change in the students' quality of life (QOL). After implementation of the program, all 3 students made more choices of activities than in the baseline period, and the number of choices made increased during their routine daily activities. Their scores on the measure of quality of life also improved. The results are discussed in relation to developing an instructional approach and curriculum that would teach students with mental retardation to exert control over meaningful events in their lives.

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