%0 Journal Article
%T Using Graduated Guidance to Teach Spoon Use to Children with Severe Multiple Disabilities Including Visual Impairment
%A Deborah D. Hatton
%A Joseph H. Wehby
%A Sarah E. Ivy
%J Research and Practice for Persons with Severe Disabilities
%@ 2169-2408
%D 2018
%R 10.1177/1540796918808519
%X ChildrenĄ¯s skill level in using a spoon facilitates increased independence during mealtimes and greater control over the pace and quantity of food intake, which has important implications for health and self-determination. Children with severe multiple disabilities, including cognitive and visual impairment (VI), require intensive instruction to achieve independence using a spoon. We used graduated guidance and verbal prompting to teach spoon use to three children with severe multiple disabilities, including cognitive and VI, in a pullout setting during afternoon snack at school. Efficacy of the intervention was tested using a multiple probe design across participants. Results show that the intervention was associated with an increase in participantsĄ¯ independent, accurate spoon use; although, in the time allotted, participants did not reach full independence with all steps of spoon use. Implications for practice and future research are discussed
%K graduated guidance
%K systematic instruction
%K visual impairment
%K multiple disabilities
%U https://journals.sagepub.com/doi/full/10.1177/1540796918808519