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.
ORCID
0000-0002-5124-1862 (Bobzien)
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
Repository Citation
Bobzien, Jonna L., "Academic or Functional Life Skills? Using Behaviors Associated with Happiness to Guide Instruction for Students with Profound/Multiple Disabilities" (2014). Communication Disorders & Special Education Faculty Publications. 12.
https://digitalcommons.odu.edu/cdse_pubs/12