The Effects of Physical Guidance and Fading on Skill Generalization of Operation of Chopsticks of A Child with Pervasive Developmental Disorders and Intellectual Disabilities 資　料

Abstract

This study examined the effects of physical guidance and fading on operation of chopsticks with a young child with pervasive developmental disorders (PDD) and intellectual disabilities (ID). During the intervention sessions, we provided the child with the physical guidance using the chopsticks designed for the training that fixed the child’s fingers. Eventually, this physical guidance was faded out at the end of the intervention phase. This training was conducted in a clinical and the child’s home setting. In the clinical setting, data on the accuracy and fluency of operation of chopsticks were evaluated using no guide chopsticks. To evaluate the child’s skill generalization, data were collected in the child’s home setting using the chopsticks designed for the training. As a result of the study, the accuracy and fluency of child’s operation of chopsticks generally increased in both settings. The results indicated that physical guidance and fading improved the child’s skill generalization of operation of chopsticks. The efficacy of the intervention techniques based on behavior analysis for the motor skill of individuals with developmental disorders and ID was discussed.