Differing Mastery Criteria Effects on Maintenance of 1-Step Instruction Following in Children with Disabilities
Date of Award:
Master of Science (MS)
Special Education and Rehabilitation Counseling
The majority of Early Intervention clinics throughout the United States are currently using a practice that is not considered evidence based. When teaching skills to children with developmental disabilities, clinicians assign an accuracy standard for those skills. The most common accuracy standard, called a “mastery criterion,” is 80% across three teaching sessions. There is little to no evidence to support using this specific mastery criterion. The purpose of this study was to add more research regarding this topic, and how it affects how the skills taught maintain over time when teaching has ceased for a specific skill. Two children were taught different skills to different mastery criteria. The results of this study were not what was expected, and no meaningful conclusions can be made at this time regarding specific mastery criteria.
Wagner, Kyle, "Differing Mastery Criteria Effects on Maintenance of 1-Step Instruction Following in Children with Disabilities" (2023). All Graduate Theses and Dissertations. 8789.
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