Abstract
Three button design features (the shape, size, and position of a button on a garment), conceptualized as setting events, were evaluated in terms of their effect on the performance of buttoning skills in four developmentally retarded preschoolers. Utilizing a single-subject multi-element design, the 36 combinations of the three experimental variables (4 shapes, 3 sizes, and 3 positions) were systematically presented to the participants without any formal training. Results indicated that buttons of large size in the top position on the presentation garment maximally encouraged learning this self-dressing skill. Few consistent effects were attributed to the specific shapes examined. Analyses of the events disrupting buttoning performance, the frequency of uncompleted and mismatched button trials, as well as the number of requests for assistance emitted by the subjects, served to support these findings while yielding implications for future training and experimentation.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 277-283 |
| Number of pages | 7 |
| Journal | Education and the Training of the Mentally Retarded |
| Volume | 16 |
| Issue number | 4 |
| State | Published - Jan 1 1981 |
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ASJC Scopus subject areas
- Medicine(all)
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Effects of button features on self-dressing in young retarded children. / Kramer, L.; Whitehurst, C.
In: Education and the Training of the Mentally Retarded, Vol. 16, No. 4, 01.01.1981, p. 277-283.Research output: Contribution to journal › Article
}
TY - JOUR
T1 - Effects of button features on self-dressing in young retarded children
AU - Kramer, L.
AU - Whitehurst, C.
PY - 1981/1/1
Y1 - 1981/1/1
N2 - Three button design features (the shape, size, and position of a button on a garment), conceptualized as setting events, were evaluated in terms of their effect on the performance of buttoning skills in four developmentally retarded preschoolers. Utilizing a single-subject multi-element design, the 36 combinations of the three experimental variables (4 shapes, 3 sizes, and 3 positions) were systematically presented to the participants without any formal training. Results indicated that buttons of large size in the top position on the presentation garment maximally encouraged learning this self-dressing skill. Few consistent effects were attributed to the specific shapes examined. Analyses of the events disrupting buttoning performance, the frequency of uncompleted and mismatched button trials, as well as the number of requests for assistance emitted by the subjects, served to support these findings while yielding implications for future training and experimentation.
AB - Three button design features (the shape, size, and position of a button on a garment), conceptualized as setting events, were evaluated in terms of their effect on the performance of buttoning skills in four developmentally retarded preschoolers. Utilizing a single-subject multi-element design, the 36 combinations of the three experimental variables (4 shapes, 3 sizes, and 3 positions) were systematically presented to the participants without any formal training. Results indicated that buttons of large size in the top position on the presentation garment maximally encouraged learning this self-dressing skill. Few consistent effects were attributed to the specific shapes examined. Analyses of the events disrupting buttoning performance, the frequency of uncompleted and mismatched button trials, as well as the number of requests for assistance emitted by the subjects, served to support these findings while yielding implications for future training and experimentation.
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UR - http://www.scopus.com/inward/citedby.url?scp=0019774298&partnerID=8YFLogxK
M3 - Article
AN - SCOPUS:0019774298
VL - 16
SP - 277
EP - 283
JO - Education and the Training of the Mentally Retarded
JF - Education and the Training of the Mentally Retarded
IS - 4
ER -