Hanna C. (Hanna Christian) Rue
Katherine Gilligan, Karen E. Gould
Date of Award
Master of Science
Department or Academic Unit
Bouve College of Health Sciences. Department of Counseling & Applied Educational Psychology
psychology, behavioral, acquisition, developmental disabilities, maintenance of skills, mastery criteria
Skills of students with developmental disabilities are often considered learned once they have achieved a mastery criterion. Teachers often assign an arbitrary criterion to determine whether a student has demonstrated sufficient learning of a skill, however, little research has been done on the maintenance of learned skills of students' with developmental disabilities. The purpose of this study was to compare the effects of a high and low mastery criteria on the maintenance of a receptive identification task. Three adolescents diagnosed with developmental disabilities participated in the study. Participant 1 achieved both the low and high criteria as designed. Participants 2 and 3 demonstrated the skill at the high criteria only. Results indicated that other variables independent of mastery criteria might control how well a student maintains a skill.
Shawn F. Vieira
Vieira, Shawn F., "Effects of mastery criteria on maintenance skills in students with developmental disabilities" (2010). Counseling Psychology Master's Theses. Paper 13. http://hdl.handle.net/2047/d20000791
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