Teaching of A.D.L through Behavior Modeling: A Case Study in Special Education

IOSR Journal of Research & Method in Education (IOSR-JRME)
e-ISSN: 2320–7388,p-ISSN: 2320–737X Volume 5, Issue 2 Ver. I (Mar - Apr. 2015), PP 01-04
www.iosrjournals.org
DOI: 10.9790/7388-05210104 www.iosrjournals.org 1 | Page
Teaching of A.D.L through Behavior Modeling: A Case Study in
Special Education
Mrs. Manisha Vijay Vargiya
Assistant Prof. (adhoc),Dept of Education, Guru Ghasidas(central) University, Bilaspur.
Abstract: Learning anything by seeing others and repeating the behavior by one’s self is called Modeling.
Activity for daily life, which includes bathing, brushing, grooming etc, is learned mostly by seeing others either
at home or anywhere else, by the normal children. But when a matter comes of the mentally challenged child, in
special education, who is mild in retardation and cerebral palsy in physical condition, then learning and
understanding becomes a challenge for the trainer as well as for the trainee. The present study is an
experimental intervention in which, one of the activity in ADL behavior is taught. The selected activity is divided
into many sub-tasks through task –analysis. Completion of each sub-task was the targeted behavior, for which
variable –ratio schedule was maintained along with ‘Primary reinforcement’ and External Prompting’. Date of
progress was recorded through routine chart. Each sub-task got completed in sequence, which led towards the
completion of selected major task. Finally the targeted activity of ADL was learned by the case, which drawn
the conclusion that behavior modeling can’t only help a mentally challenged person to perform the ADL activity
but also it can make a person self-dependent.
Keywords-
Behavior modeling: when anyone learns anything by seeing others& repeating the seen behavior is called
Behavior modeling.
Case study: Case studies are in depth investigations of a single person, group, event or community.
Special Education: Special Education is an educational program me which is designed for those students who
are mentally, physically, socially or emotionally delayed.
A.D.L- Activity of daily life like bathing, grooming etc.
I. Introduction
Social learning theory, which provides the foundation for behavior modeling, asserts that most
behavior are learned by observation and modeling. The theory says that we learn not only by doing but by
watching what others do.Behaviour modeling uses the innate inclination for people to observe others to discover
how to do something or to do something new.
ADL or activity for daily living is a term used in health care to refer to daily self-care activities within
an individual‟s place of residence ,in our environment or both, which includes feeding ourselves ,bathing,
dressing, grooming work, homemaking and leisure.
Through modeling ADL can be taught not only to the normal ones but to a person with mentally
retardate and cerebral palsy too. The progress in behavior of such special case can be studied through a case –
study, which is a depth study of a subject‟s life. It is a deep process of gaining all knowledge either negative or
positive.
Nature of Case being Examined-
The case is sixteen in chronological age. The mental status of the case is C. P (cerebral palsy), who is
mild in retardation and has problem in behavior. In physical status the muscle tone is hypo tone (floppy) as well
as hemiplegic at left side. The case shows „Down‟s Syndrome‟, at the level of abnormality, but in mode of
communication, is able in verbal and non-verbal, both. The development status shows the ability of the case in
head holding, sitting, standing and walking. So the case is considered as non-costodial.So far as self-care is
concerned the case is semi-independent.
Topic or field of study-
The case study has been done in the field of special education .This stream of education is related to the
whole educational process of the disabled children. The case is selected from the mentally challenged group. In
ADL or activity for daily living a major task i.e. “brushing teeth”. The case, who has been selected is since
cerebral pulsy,whose muscle is floppy in tone and shows mild in retardation .So the topic is Teaching of ADL
through behavior modeling: A case study in special education.

Teaching Of A.D.L Through Behaviour Modeling: A Case Study In Special Education
Reasons for choosing this particular case as an instance of the study being conducted-
After the application of exercise therapy for hypo tone muscles, will behavior modeling help this case
learning ADL behavior, i.e. brushing teeth, especially when the case is mild in retardation and Cerebral palsy
too. It raised the curiosity of a researcher to choose this particular case.
Details of the kind of study conducted the materials of research and external source-
The study is : An Experimental intervention.
The materials of research, which are used were (i) material rewards and social rewards (verbal & non-
verbal),(ii)wide mirror,(iii) light and (iv)sound .
A woman as a helper was used as an external prompting or support, at the initial stage of activities.
Definition of the skills to be build-
 To see the brush lying on the lighting surface and holding it.
 Taking brush near to the tooth powder.
 To turn the brush downwards and touch the tooth powder.
 To turn the applied brush upwards.
 To insert the brush in the mouth.
 To move hands forward and backward inside the mouth.
 To bring the brush out from the mouth after brushing.
 Taking the brush to the tap and wash it.
 To keep the brush aside.
 To hold the water in palm and moving upwards the held water.
 To touch the edge of the palm up to the lips while holding water.
 Sucking the water held in palm with the mouth.
 To blow and squeeze the cheek muscles.
 To release/squeeze the cheek muscles with full of water inside the mouth after use.
A brief overview of the theory provided to the trainer-
The trainer was instructed to do each and every task in front of a wide mirror, which the trainee could
see and might observe the trainer and himself while doing the activity. Every minute task or per task was done
very slowly, so that the case or trainee might observe it nicely.
For sensory development the brush was kept on a lighting place and for drawing attention musical sound was
used with the brush. As well as chocolate was tied up with brush (as the case liked it most) as material
reinforcement .At the initial stages of the task a person was used as an external prompting.
The specific behavior to be watched by the trainer-
 The trainer was instructed to watch the attention or diversity of a trainee and the endeavors what he made
for per task completion.
 A person was used as an external prompting while endeavors were made for task completion at the initial
stage by the trainee. Positive reinforcement was used after completion of per task.
 An expert is used to model the suitable behavior.
 The trainee was encouraged for initiating and practicing every subsequent task done by a model, which was
being shown in the wide mirror of which the case was sitting in front.
Material reinforcement which include chocolates were provided to the trainee.
Inferences drawn-
 The case learned holding brush through modeling within 6 days, where the targeted days were also six.
 The case learned taking brush near powder within 6 days, where the targeted days were also six.
 The case learned taking brush near powder within 4 days, where as the targeted period was 6 days.
 The case learned turning brush downwards and touching the tooth powder within 4 days, where the targeted
period was 6 days.
 The case learnt inserting the brush in the mouth through behavior modeling within 7 days
 Whereas the targeted period was 6 days.
 The case learnt moving hands forward & backward inside the mouth within 9 days, where as the targeted
period was 6 days.
 The case learnt to take the brush to the tap and wash within 6 days, whereas the targeted period was 6 days.
 The case learnt to keep the brush aside within 5 days, whereas the targeted period was 6 days.

 The case learnt holding water in palm and moving upwards the held water within 9 days whereas the
targeted period was 6 days.
 The case learnt touching the edge of the palm up to the lips while holding water within 7 days, whereas the
targeted period was 6 days.
 The case learnt blowing and squeezing the cheek muscles within 8 days whereas the targeted period was 6
days.
 The case learnt releasing /squeezing the cheek muscles with full of water inside the mouth within 7 days
whereas the targeted period was 6 days.
 The case learnt releasing the water from the mouth after use within 3 days whereas the targeted period was
6 days.
 The case will learn releasing the water from the mouth after use within 6 days.
 The conclusion arrived at and the process by which these inferences have been drawn-
 The major task was divided into many sub-tasks .The completion of the major task was targeted for 3
months.
 Light as a stimulus was used for seeking attention towards the brush.
 Completion of each sub-task was the targeted behavior, for getting , Variable -ratio
Schedule was maintained in which after one or two successful try, researcher gave the primary reinforcement to
the trainee, which he liked most. Following chart of daily routine was followed-
Chart of daily routine
Sr.no Task Expected days Taken time Progress in completion
of task within days
Reinforcement
1 1 6 1hour 6 Primary(1st
,2nd
,3rd
,&6th trial
)
2 2 6 1hour 4 Primary(2nd
,3rd
,&4thtrail
)
3 3 6 1hour 4 Primary(3rd
&4thtrail
)
4 4 6 1hour 3 Primary(2th & 3rdtrail
)
5 5 6 1hour 7 Primary(5th
& 7th
)
,7th
&9th
)
7 7 6 1hour 4 Primary(in 3rd
&4th
trial)
&6 th trial )
&5th
trial)
,8th
& 9th
trial)
11 11 6 1hour 7 Primary( 5th
&7th
)
)
&8th
)
14 14 6 1hour 7 Primary( 4th
,6th
& 7th
trial)
15 15 6 1hour 3 Primary( 3rd
)
Graph-
Horizontal line- Task
Vertical line- Days

II. Conclusion
The experimental intervention, was targeted for the period of 90 days, but the result shows that the
completion of work by the case was done within 85 days, which was less time than the targeted period., which
draws a conclusion that behavior modeling is not only effective for normal people, normal people with some
mental disorders, but also for the special children with mental retardation and cerebral palsy too.
Reference
[1]. Activity of daily living.(n.d).Retrieved June 10,2014 from Wiki: http://en.wikipedia.org/wiki/Activities_of_daily_living
[2]. Case study training method. (n .d) .Retrieved June 8,2014 from http:// www.naukrihub .com/ training /methods_of_training /games-
and-simulations/behavior-modeling.html.
[3]. Denise, W. (2014). What is Behavior Modeling? Retrieved from http: //Parenting teens.about.com/od/discipline
1/a/behaviormodel.htm
[4]. Lisa, F. (2014, june10).Behavior modeling: Written or Retrieved by a board-certificate physician. See About .com‟s Medical
Review Board. Retrieved by a board-certificate physician. See About .com‟s Medical Review Board. Retrieved from http:
//phobias.about.com/ad/glossary/9/Behaviour-Modeling.htm.
[5]. Leod, Mc, S.,(2008).Case study method. Retrieved from www. simplypsychology.org/case-study.html.
[6]. Gaur, k.Bhushan.presonal communication with 2, 4, 7&9th
may 2014.
[7]. Teach. Make a difference (n.d).What is special education. Retrieved on 23.1.2015 from teach.com.
[8]. Simon, H.(2014).Me Master University,Canada.Cognitive machines. Retrieved from http://Soma:Crl.mcmaster.ca.

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