Using Modified TAGteach™ Procedures in Increasing Skill Acquisition of Dance Movements for a Child with Multiple Diagnoses

Abstract

Teaching with acoustical guidance (TAG), which involves the use of a brief and consistent sound to provide feedback on a targeted behavior, has demonstrated positive effects on the acquisition of various athletic skills. The majority of the research examining TAG has focused on typically developing learners. The purpose of this study was to evaluate modified TAGteach™ methods (a treatment package involving TAG) on the acquisition of dance movements for a child with multiple diagnoses. This study used a multiple baseline design across behaviors to examine the effects of TAGteach methods on the acquisition of novel dance movements. The participant was a child with multiple diagnoses (attention deficit hyperactivity disorder, oppositional defiant disorder, among others) who regularly participated in a dance studio program. Results indicated that the use of the modified TAGteach methods resulted in skill acquisition for three different topographies of targeted dance movements: a turn, kick, and leap. While the social validity results were varied between the participant and caregivers, responses for all topographies were higher at the conclusion of the study. The study adds to the growing TAGteach literature for sports skill acquisition and suggests an effective use in a new population. Implications for practice and future research are discussed.