Advisor(s)
Hanna C. (Hanna Christian) Rue
Contributor(s)
Katherine Gilligan, Karen E. Gould
Date of Award
2010
Date Accepted
4-2010
Degree Grantor
Northeastern University
Degree Level
M.S.
Degree Name
Master of Science
Department or Academic Unit
Bouve College of Health Sciences. Department of Counseling & Applied Educational Psychology
Keywords
psychology, behavioral, acquisition, developmental disabilities, maintenance of skills, mastery criteria
Disciplines
Psychology
Abstract
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.
Document Type
Master's Thesis
Rights Information
copyright 2010
Rights Holder
Shawn F. Vieira
Permanent URL
Recommended Citation
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
Click button above to open, or right-click to save.