Document Type

Article

Publication Date

2014

DOI

10.1155/2014/710816

Publication Title

Education Research International

Volume

2014

Pages

1-12

Abstract

The field of special education has begun to concentrate its efforts on developing objectives and procedural strategies that promote a positive quality of life for students with profound multiple disabilities, while determining which educational strategies are the most appropriate. A multielement design was used to compare the effects of two educational conditions, academic skills instruction and functional life skills instruction, on the quality of life indicators of four students with profound multiple disabilities. Results indicated that all four students demonstrated a greater number of behaviors associated with happiness while receiving academic skills instruction. Implications for current educational practices are addressed and directions for future research are discussed.

Original Publication Citation

Jonna, L. B. (2014). Academic or functional life skills? Using behaviors associated with happiness to guide instruction for students with profound/multiple disabilities. Education Research International, 2014, 1-12. doi: 10.1155/2014/710816

ORCID

0000-0002-5124-1862 (Bobzien)

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