Improving Daily Living Self-Care Skills in Middle School Students with Intellectual Disabilities
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2018-12-18
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Masters of Education
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Abstract
The purpose of this study was to determine if middle school students identified with an Intellectual Disability (ID) would improve in daily living self-care skills (DLSCS) after participating in Community-Based Instruction (CBI). A one-way analysis of variance was used to compare rubric scores collected before and after students participated in Systematic Instruction (SI) regarding a cooking-related daily living skill in the classroom and then after they participated in a CBI outing during which the same daily living skill was practiced. Results indicated that the students’ scores improved significantly after SI and CBI, so the null hypothesis was rejected. The instrument used to conduct this study was a rubric that the teacher used to rate the students’ knowledge of and performance on a cooking task. The results of the study indicated that improvement was made in the knowledge of the steps used to make a grilled cheese sandwich. The analyses further indicated that the increases in mean total scores from 17.33 before instruction to 29 after SI and to 38.83 after SI and CBI were statistically significant, suggesting that student participation in both SI and CBI improved their performance on the daily living skill. Future studies should evaluate the relative and combined effects of SI and CBI on various skills, with more diverse and larger samples. Future studies also should be implemented over a longer duration and use control groups to clarify the specific effect of both kinds of instruction. Adding other skills and control groups or counterbalancing the design would provide more information and reduce possible spurious results. Research in this area should continue as there is limited information available regarding the impact of SI and CBI on teaching DLSCS to middle school students identified with an intellectual disability.