@article{ART003095294},
author={Juwon Shin},
title={The Improvement of Performance Accuracy in Parents of Children with Developmental Disabilities through App-Based Stimulus Preference Assessment Education},
journal={Journal of Special Education: Theory and Practice},
issn={1598-060X},
year={2024},
volume={25},
number={2},
pages={21-55}
TY - JOUR
AU - Juwon Shin
TI - The Improvement of Performance Accuracy in Parents of Children with Developmental Disabilities through App-Based Stimulus Preference Assessment Education
JO - Journal of Special Education: Theory and Practice
PY - 2024
VL - 25
IS - 2
PB - Research Institute of the Korea Special Education
SP - 21
EP - 55
SN - 1598-060X
AB - [Purpose] The aim of this study was to determine the effectiveness with which paired-stimulus(PS) and multiple-stimulus-without-replacement(MSWO) preference assessment performance accuracy, maintenance, and generalization of parents of children with developmental disabilities were improved using the stimulus preference assessment(SPA) education app. [Method] PS and MSWO education were delivered to the parents of three children with developmental disabilities using the SPA education app.
The SPA education app facilitates a process of observing and evaluating PS and MSWO performance.
The study’s design entailed a multiple baseline across participants, and performance accuracy was determined at baseline and during the app-based SPA education, maintenance, and generalization phase. [Results] The parents of three children with developmental disabilities performed PS and MSWO with greater accuracy following the app-based SPA education. Moreover, it was confirmed that the parents’ performance accuracy was maintained and generalized even after a certain period of time.
[Conclusion] App-based SPA education is an effective strategy for improving the accuracy of with which parents of children with developmental disabilities can perform PS and MSWO and is effective in maintaining and generalizing performance accuracy.
KW - Stimulus Preference Assessment;Developmental Disability;Parents’ Education;Parents’ Training
DO -
UR -
ER -
Juwon Shin. (2024). The Improvement of Performance Accuracy in Parents of Children with Developmental Disabilities through App-Based Stimulus Preference Assessment Education. Journal of Special Education: Theory and Practice, 25(2), 21-55.
Juwon Shin. 2024, "The Improvement of Performance Accuracy in Parents of Children with Developmental Disabilities through App-Based Stimulus Preference Assessment Education", Journal of Special Education: Theory and Practice, vol.25, no.2 pp.21-55.
Juwon Shin "The Improvement of Performance Accuracy in Parents of Children with Developmental Disabilities through App-Based Stimulus Preference Assessment Education" Journal of Special Education: Theory and Practice 25.2 pp.21-55 (2024) : 21.
Juwon Shin. The Improvement of Performance Accuracy in Parents of Children with Developmental Disabilities through App-Based Stimulus Preference Assessment Education. 2024; 25(2), 21-55.
Juwon Shin. "The Improvement of Performance Accuracy in Parents of Children with Developmental Disabilities through App-Based Stimulus Preference Assessment Education" Journal of Special Education: Theory and Practice 25, no.2 (2024) : 21-55.
Juwon Shin. The Improvement of Performance Accuracy in Parents of Children with Developmental Disabilities through App-Based Stimulus Preference Assessment Education. Journal of Special Education: Theory and Practice, 25(2), 21-55.
Juwon Shin. The Improvement of Performance Accuracy in Parents of Children with Developmental Disabilities through App-Based Stimulus Preference Assessment Education. Journal of Special Education: Theory and Practice. 2024; 25(2) 21-55.
Juwon Shin. The Improvement of Performance Accuracy in Parents of Children with Developmental Disabilities through App-Based Stimulus Preference Assessment Education. 2024; 25(2), 21-55.
Juwon Shin. "The Improvement of Performance Accuracy in Parents of Children with Developmental Disabilities through App-Based Stimulus Preference Assessment Education" Journal of Special Education: Theory and Practice 25, no.2 (2024) : 21-55.
