Review of Using Self Evaluation Procedures to Maintain Social Skills in a Child Who is Blind
Review of Using Self-Evaluation Procedures to Maintain Social Skills in a Child Who is Blind This article investigates the efficacy of self-evaluation procedures in determining whether the appropriate behavior of a child with a visual impairment could be increased, generalized, and maintained using self-evaluation. Furthermore, this study explored whether or not the appropriate behavior would increased, generalized and maintained despite the abrupt stopping of external contingencies(external reinforcement and peer evaluation). This was a single case study done on a 8 year old who was totally blind along with two sighted peers, ages 7 and 8. The subject had a social age of 3 and had low classroom participation. ... The training was conducted in three phases--external reinforcement, peer evaluation, and self-evaluation. ... Free role play, demonstration role play, and imitated role play based on situations in the subject’s natural environment (talking with friends and teachers and classroom situations) were the mechanisms for teaching social skills.