Catalog Home Page

Teaching component writing skills to fluency and the acquisition of writing behaviour in preschool children with pervasive development disorder

Adams, Felicity (2000) Teaching component writing skills to fluency and the acquisition of writing behaviour in preschool children with pervasive development disorder. Professional Doctorate thesis, Murdoch University.

[img]
PDF - Whole Thesis
Available Upon Request

Abstract

The present study was conducted to determine whether exposing component writing skills to frequency building would lead to evidence of skill endurance, stability, retention and application. Three preschool children with pervasive developmental disability participated in the study. The first experiment targeted free form lines and circles for frequency building. The second experiment targeted discrete lines and circles and the third experiment targeted the capital letter “R”. Results for two children clearly demonstrate the predicted outcomes of endurance, stability and retention. Evidence of the predicted application outcome occurred in Experiments 2 and 3. Results suggest that the addition of fluency practices to standard programmes based on the principles of applied behaviour analysis for children with pervasive developmental disorder may have merit. Further systematic investigation is required. While rates were significantly increased from baseline levels for the third child, at no time were endurance, stability, retention or application outcomes observed. Possible explanations for this are discussed.

Item Type: Thesis (Professional Doctorate)
Murdoch Affiliation: Division of Social Sciences, Humanities and Education
Notes: Note to the author: If you would like to make your thesis openly available on Murdoch University Library's Research Repository, please contact: repository@murdoch.edu.au. Thank you.
Supervisor(s): Birnbrauer, Jay
URI: http://researchrepository.murdoch.edu.au/id/eprint/52355
Item Control Page Item Control Page