The Effects of Self-Instruction Strategy on the Time Spent on Putting-on-Shoes Behavior in One Student with Cerebral Palsy

Abstract

The purpose of this current study was to examine the effects of self-instruction training on the performance of putting on shoes in one student with cerebral palsy. A single-case approach using multiple-baseline-across-settings design was conducted. The independent variable was the self-instruction training, and the dependent variable was the time spent on putting on shoes. The participant received the experimental phases of baseline, training processes, and maintenance. Visual inspection was employed to assess the effects of self-instruction training on this student in terms of the time he spent on putting on shoes. The results of this study showed that the acquisition of self-instruction skills decreased the time spent on putting-on-shoes behavior of this student at school settings. Additionally, the treatment effects could be maintained over time while withdrawing self-instruction training. However, the training effect and maintenance effect in self-instruction was not significant at home settings. Finally, both teachers and parents interviewed showed positive attitude toward the self-instruction, and confirmed the improvement on performance of putting on shoes in this student.