Citation

Winterling V, Dunlap G, O'Neill RE. Educ. Treat. Child. 1987; 10(2): 105-119.

Copyright

(Copyright © 1987, West Virginia University Press)

DOI

unavailable

PMID

unavailable

Abstract

Two studies were conducted to investigate the influence of task variation on the aberrant responding of three severely handicapped students. In Study 1, a repeated reversals design was used to compare the differential effects of a varied task and a constant task approach. The results showed that the varied task sequence produced much lower levels of disruptive and self-stimulatory behaviors. Study 2 employed an alternating treatments design to evaluate the two conditions with a severely handicapped, autistic woman. These results again demonstrated lower aberrant responses with the task variation approach. In addition, results from Study 2 replicated previous research by showing increased acquisition rate with the varied task condition. The findings of both studies are discussed in relation to recent research on motivation and the attenuation of instructional demands. The results have practical implications for the continuing development of non-intrusive techniques for managing the aberrant responses of severely handicapped and autistic students in instructional activities.

Language: en