Modifications of the one-more-than technique: A comparison of two strategies for teaching purchasing skills to students with intellectual disability in Taiwan

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Title:	Modifications of the one-more-than technique: A comparison of two strategies for teaching purchasing skills to students with intellectual disability in Taiwan
Authors:	黃武元;Hsu, Guo-Liang;Tang, Jung-Chang;Hwang, Wu-Yuin;Li, Yung-Chang;Hung, Jung-Chao;Wei, Chun-Hwa
Contributors:	資訊電機學院網路學習科技研究所
Keywords:	Acquisitions & mergers;Activities of daily living;Children;Community;Computation;Costing;Counting;Everyday life;Foreign Countries;Generalization;Handheld Devices;Inconsistency;Intellectual disabilities;Intelligence Tests;Intervention;Interviews;Job Skills;Maintenance;Males;Moderate Intellectual Disability;Money;Money Management;Observation;Parent Attitudes;People with disabilities;Prices;Program Effectiveness;Purchasing;Researchers;Secondary School Students;Secondary schools;Shopping;Skill Development;Skills;Special Education Teachers;Students with disabilities;Studies;Taiwan;Teacher Attitudes;Teaching;Teaching Methods;Training;Wechsler Intelligence Scale for Children
Date:	2016-06-01
Issue Date:	2026-04-23 14:15:38 (UTC+8)
Publisher:	Los Angeles, CA: The Council for Exceptional Children, Division on Autism and Developmental Disabilities
Abstract:	摘要： The demands of money-counting skills potentially limit individuals with intellectual disability (ID) to master the one-more-than technique, particularly in Taiwan, which requires high daily minimum living expense for supporting an individual's daily life. Employing a multiple treatment design across price ranges and settings, this study compared effects of two approaches of the one-more-than technique on the independent payment for four male secondary school students with moderate ID. Results demonstrated that the approach using the mobile purchasing assistance system (MPAS approach), embedded with the one-more-than technique, was of greater benefit than simply using the traditional one-more-than technique (TOMT approach) to instruct students with inconsistency of money-counting skills to independently purchase goods costing high a level of price range, reaching the daily minimum living expense in local environment. Furthermore, the newly acquired skill was effectively maintained and generalized to four non-trained new environments for at least eight weeks after the removal of the MPAS intervention. 出版者： Los Angeles, CA: The Council for Exceptional Children, Division on Autism and Developmental Disabilities 出版日期： 2016-06-01 出處： Education and training in autism and developmental disabilities, 2016-06, Vol.51 (2), p.132-149 資源來源： JSTOR Arts & Sciences XII_2026 版權： Copyright 2016 Division on Austim and Developmental Disabilities, The Council for Exceptional Children 版權： 2016 Council for Exceptional Children's Division on Autism and Developmental Disabilities 版權： Copyright Division on Autism and Developmental Disabilities Jun 2016 識別號： ISSN: 2154-1647 識別號： EISSN: 3068-1391 識別號： DOI: 10.1177/215416471605100204
Appears in Collections:	[Graduate Institute of Network Learning Technology] journal & Dissertation

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