PurposeThis study aims to examine the multidimensional nature of financial abuse and economic vulnerability among individuals with intellectual and developmental disabilities (IDD). It synthesizes fragmented evidence to clarify how cognitive, relational and systemic factors intersect to shape financial risk and identifies gaps that limit the development of effective safeguarding and inclusion strategies. Design/methodology/approachThis study presents a structured literature review informed by PRISMA 2020 reporting principles. A search was conducted in Web of Science using predefined Boolean expressions combining disability and financial vulnerability constructs. Following title, abstract and full-text screening, eight peer-reviewed articles met the inclusion criteria. Given the focused search strategy and methodological heterogeneity of the included studies, the findings were synthesized narratively rather than through formal risk-of-bias assessment. FindingsThe evidence shows that financial vulnerability in IDD arises from the interaction of structural exclusion, constrained financial capability and relational forms of exploitation such as mate crime. Rigid banking regulations, low incomes and restrictive welfare systems perpetuate financial precarity for individuals with IDD and their families. Decision-making is shaped not only by cognitive factors but also by emotional and relational dynamics that influence recognition of, and responses to, financial abuse. Empowerment, supported decision-making and rights-based financial education, emerged as key protective mechanisms. Originality/valueThis review integrates diverse empirical and socio-legal literature on financial vulnerability in IDD into a coherent analytic framework. It highlights financial abuse as both a safeguarding concern and a matter of social justice while transparently acknowledging methodological limitations of the review design.
Purpose This paper aims to describe the core components of the CABAS® model, highlighting the specific features that have underpinned the success of Jigsaw CABAS School. It also considers the school’s role in informing and shaping the continued development of the wider CABAS framework. Design/methodology/approach The paper centres on learn units to criterion data, verbal behaviour development assessments and the staff training programme. It examines how these elements have collectively supported the school’s effectiveness and contributed to sustained learner progress. Findings The CABAS model provides a robust measurement framework that ensures each learner’s individualised curriculum is appropriately tailored, with targets that are both ambitious and achievable. The positive impact of specific components of the CABAS system on learner progress is described, including the implementation of a curriculum that measures beyond learning directly taught skills. Additionally, the staff training programme, specifically the CABAS rank system, has enhanced staff expertise, thereby further supporting learner progress. Originality/value Measurement of the alignment of the curriculum with learners’ current levels of ability is a critical factor in supporting learner success. It is valuable to consider whether components of the CABAS system can be incorporated within other models of pedagogy.
Purpose This scoping review aims to explore the experiences of transgender people who also had a learning disability and/or were autistic. Inclusion criteria: studies involving primary source data on the personal experiences of transgender individuals with learning disabilities and/or autistic transgender people were included. Peer-reviewed papers of any study design were eligible. Design/methodology/approach A search of CINAHL, PSYCHINFO, MEDLINE, SCOPUS and COCHRANE REVIEWS databases were conducted in August and September 2021 and updated in September 2023 and April 2025. The search identified 45 papers. Each included study was assessed using the provisional criteria for Institutional Review Boards proposed by Adams et al. (2017) for evaluating the ethical orientation of transgender health research. A hybrid inductive-deductive thematic synthesis was used, informed by Fereday and Muir-Cochrane (2006) incorporating pre-determined categories alongside iterative analytic development. Findings The review identified 20 papers. Key themes including interactions between experiences of autism and gender, the intersection of learning disabilities and transgender, barriers and social challenges, negative experiences within health and social care and where they exist, support systems are valuable. Research limitations/implications The literature indicates that transgender people with learning disabilities and autistic transgender individuals face significant structural, social and systemic barriers. Practical implications The review highlights the need for improved health-care practices, education and further research to address the unique needs of this population. Originality/value To the best of the authors’ knowledge, this scoping review is the first to systematically examine the intersecting experiences of transgender people with a learning disability and/or autism – a population conspicuously absent from both fields. Centring lived experience and applying an ethical evaluation framework across all included studies, it makes a distinctive and timely contribution to nursing knowledge.
Purpose This study aims to examine the historical trajectory of Applied Behaviour Analysis (ABA) regarding social validity (the field's "heart") through the Tin Woodman metaphor, and to evaluate how recent integration of compassion and client assent addresses persistent stagnation in social validity practices. Design/methodology/approach A narrative analysis of ABA literature was undertaken. Key historical works (e.g. Wolf 1978; Goldiamond 1974/2002; Carr 1996) and recent studies (e.g. Hanley 2010; Penney et al. 2023; Linnehan et al. 2023) were reviewed to illustrate the shift from purely technocratic interventions to approaches emphasizing compassion, choice and client partnership. Findings ABA's early focus on procedural efficacy led to neglect of social validity, which remained underreported (<25% of studies). Recent initiatives (elevating compassion as an eighth ABA dimension and operationalizing client assent) signal a paradigm shift: effective ABA now demands aligning interventions with client dignity and well-being. The analysis concludes that true effectiveness requires treating client assent and dignity as central criteria of success. Practical implications ABA practitioners are encouraged to adopt a compassionate "bedside manner" and actively measure client engagement and happiness to ensure interventions are both effective and respectful. Social implications By aligning behavioural interventions with the values and dignity of clients and communities, ABA addresses past criticisms and strengthens its acceptance among stakeholders and the autistic community. Originality/value This synthesis links ABA's founding vision to its current "heart-driven" reconceptualization. It highlights that integrating ethical dimensions - compassion, assent and social validity - is not only a return to ABA's original values but also vital for its scientific and social legitimacy.
Purpose This paper aims to explore how reflective practice, a deliberate process of examining professional actions, decisions and assumptions, can enhance clinical effectiveness in applied behaviour analysis. Despite being well-established in related disciplines, reflective practice has received limited systematic attention in behaviour analytic literature, representing a gap in progressive practice development. Design/methodology/approach This conceptual paper synthesises reflective practice literature from education, health care and social work with behaviour analytic principles. It translates traditional reflective models into behavioural terms and proposes implementation strategies including structured journaling, peer consultation and graduated skill development within Applied Behaviour Analysis (ABA) supervision frameworks. Findings Reflective practice offers systematic examination of how personal histories, contextual factors and implicit biases influence clinical decisions. Key benefits include improved alignment with ABA principles, enhanced ethical reasoning, increased cultural responsiveness and burnout prevention. Barriers include time constraints and limited training. Research limitations/implications As a conceptual paper, empirical validation within ABA is needed. Future research should operationalise reflective practice using behaviour analytic methodology, develop valid measurement tools and examine impact on practitioner behaviour, client outcomes and ethical decision-making. Practical implications This study provides practitioners with strategies for incorporating structured reflection through self-monitoring systems, peer consultation and supervision protocols. This study offers organisations guidance on creating reflective cultures while maintaining fidelity to behavioural principles and evidence-based practice standards. Originality/value To the best of the authors’ knowledge, this study represents one of the first comprehensive explorations of reflective practice in ABA. This study bridges progressive practice movements with empirical foundations, contributing to discussions about reframing behaviour analysis towards contextually sensitive, ethically grounded practice.
Purpose The purpose of this study was to determine the effects, if any, of the implementation of a systematic training package targeting caregivers of autistic children. The training package focused solely on mands and included a question-and-answer session, role play, classroom observation and virtual teacher performance rate and accuracy (TPRA) measure to mastery on the accuracy of learn units delivered by two caregivers. Collateral effects on the emission of mands by three toddlers with developmental delays under the care of the participants were examined in the home and school settings. Design/methodology/approach This was a case study that included features of a multiple probe across participants’ design. The study investigated the topography and frequency of mands, as well as compared sessions to criterion for mand objectives in the school setting. Findings Both caregivers mastered mand learn unit delivery after receiving the TPRA virtually. All three toddlers emitted more gestural and vocal mands, fewer mands in the form of crying and grabbing and in the post-probe observation, and in novel response topographies after their caregivers received errorless TPRAs. Research limitations Definitive conclusions or functional relations cannot be drawn from this research as only two participants were included. In addition, confounding variables such as group family training and speech therapy were not withheld for the duration of this case study. Practical implications Caregivers learned to identify different mand forms and reported changes of frequency of response topographies subsequent to the training package. In addition, the three toddlers mastered novel mand objectives in the school setting from 1.5 to 2.5 times faster. The caregivers were successful when targeting the most recently mastered mand objective. Social implications Caregivers reported their children were less frustrated when trying to communicate their wants and needs, and the children emitted novel mand topographies in the post-training package phase. Results highlight the importance of caregiver involvement in the toddler years in terms of mastery and generalisation of repertoires and maximizing opportunities to elicit functional vocal verbal behaviour. Originality/value Caregivers were trained to deliver mand instruction using the teacher performance rate accuracy measure and data were collected across both school and home settings. A training package was developed to target common questions and issues faced by caregivers of young (0–5) children.
Purpose Individuals with intellectual disabilities are at increased risk of victimisation, yet limited research has examined their ability to apply personal safety skills in real-life situations. This study aims to evaluate both the knowledge and actual behavioural responses of individuals with mild to moderate intellectual disabilities when confronted with lures from strangers, and to examine the extent to which knowledge translates into safe behaviour in real-world conditions. Design/methodology/approach A cross-sectional observational design was used. A total of 89 adolescents and adults with mild to moderate intellectual disabilities (68.5% male, 31.5% female; mean age = 24.5 years) were recruited from two social welfare centres in Northern Greece. Personal safety knowledge was assessed using the What-If Situation Test (WIST III-R), while behavioural responses were evaluated through an in situ assessment in which a trained female confederate attempted to lure participants using standardised scripted scenarios. Responses were scored based on refusal, avoidance and reporting behaviours. Findings Although 94% of participants demonstrated above-average knowledge of personal safety skills on the WIST III-R, 89.88% followed the stranger during the in situ assessment, and no participant demonstrated a fully appropriate safety response. No meaningful correlation was found between knowledge scores and behavioural performance, indicating a substantial gap between what individuals know and how they act in real-world situations. Research limitations/implications The use of convenience sampling and the specific cultural context (Greece) may limit generalisability. The single confederate profile (female adult) and the baseline-only design are additional constraints. The use of a post hoc assent procedure raises questions about fully informed participation. Findings nonetheless highlight a critical need for behaviourally focused, ecologically valid intervention research. Practical implications There is an urgent need to shift from knowledge-based safety education towards interventions that promote behavioural performance and generalisation, such as behavioural skills training incorporating in situ practice. Personal safety skills should be formally integrated into life-skills curricula, and evidence-based national guidelines addressing victimisation prevention in this population are needed. Enhancing personal safety skills is essential for reducing vulnerability and improving autonomy among individuals with intellectual disabilities. Originality/value This study makes an original contribution by directly comparing knowledge and real-life behavioural responses in adults with intellectual disabilities using ecologically valid in situ methodology. It extends existing literature by demonstrating that the knowledge–behaviour gap is particularly pronounced in this population and provides a foundation for intervention research targeting functional safety skill generalisation.
Purpose This study aims to evaluate whether a child’s incorrect responding to questions about the past is due to a skill deficit or a performance deficit. Design/methodology/approach The authors used a concurrent, multiple-probe design across behaviors to assess the effect of differential reinforcement and an antecedent manipulation on recall responses. Findings They taught a 9-year-old girl to report on three activities she engaged in across three different locations one to two hours after the activities. The participant successfully learned to recall past events with high accuracy following an intervention phase in which she had to answer all three questions correctly to earn reinforcement, suggesting a performance deficit rather than a skill deficit. The effects did not generalize to new stimuli and were not maintained after 6 months. Research limitations/implications This study supports the utility of reinforcement-based strategies in teaching recall to children with a performance deficit. However, issues of maintenance and generalization in teaching recall tasks should be addressed. Practical implications They found a potential way to help children increase their accurate reporting of past events. Social implications Responding to a question about the past involves recalling an event for which stimuli are no longer present. Research supports that children diagnosed with Down syndrome (DS) have difficulties with recall responses. It is unclear whether these difficulties stem from a lack of memory skills or from the fact that responding to the question about the past event has no reinforcement history. Originality/value Currently, no behavior-analytic studies have demonstrated effective strategies to improve recall skills in children with DS.
Purpose This paper aims to describe the early-stage development and co-production of adaptive daily activities and participation tracking - intellectual disability (ADAPT-ID), a brief observational tool designed to support identification of subtle, early dementia-related changes in adults with intellectual disability.Design/methodology/approach A three-phase co-production design was used. Phase 1 synthesised evidence from systematic reviews and commonly used dementia assessment tools to establish a conceptual framework and generate an initial item set. Phase 2 involved iterative consultation with clinicians, caregivers and people with intellectual disability to refine domains, wording, layout and a selective tri-banded scoring approach tailored to mild, moderate and severe/profound intellectual disability. Phase 3 comprised a usability, acceptability and social validity review, including ratings of clarity, relevance and practicality alongside qualitative feedback.Findings This process resulted in a draft version of ADAPT-ID comprising six domains and approximately 31 items. Iterative refinement improved item clarity, reduced duplication and strengthened the tri-banded scoring anchors. Usability feedback indicated good clarity, relevance and feasibility for routine use, with no items identified as confusing or inappropriate. Minor adjustments to wording, layout and examples were made.Originality/value ADAPT-ID integrates co-production with a selective tri-banded scoring approach to support structured documentation and interpretation of subtle functional and behavioural change across heterogeneous intellectual disability profiles.
Purpose Existing literature shows mixed findings on the effectiveness of computation skills training on accurate responding to other math operants involving computation. This study aims to investigate whether fluency training for word problems affects the participants' accurate response to math facts and other math operants.Design/methodology/approach The participants of the study were 8 middle school students with various learning disabilities aged from 11 to 14 years enrolled in a multi-grade special education classroom. All participants performed below grade level on numbers and operations-related math tasks. The authors used a multiple-probe design to test the effects of teaching word problems of accuracy and fluency criteria on the participants' accuracy and rate of responding to math facts and other math problem solving by using the same number families targeted in the word problems.Findings Results showed increases in accuracy and fluency for all participants. The participants who demonstrated TSF across saying and writing demonstrated more significant gains than those who did not.Originality/value The current study challenged the common concept and approach of needing to break tasks down for students with special needs by testing the effects of fluency training for composite skill (i.e. solving word problems) on students' responses to component skills (i.e. math facts). It also extends the findings of by showing that when verbal stimuli were involved in fluency training, all participants showed various degrees of TSF from word problems to math facts.
Purpose The hospital discharge service (HDS) supports children and young people (CYPs) aged 11–17 to return from hospital settings to their communities. The purpose of this study is to demonstrate that positive behaviour support (PBS), incorporating data-driven decision-making, functional assessment and multicomponent approaches, is effective and essential in care planning. Design/methodology/approach Using constructional and evidence-based approaches focused on individuals with learning disabilities (LDs) accessing PBS, HDS has generalised these methods to promote well-being, resilience and quality of life (QoL). This article reports on a model applying PBS approaches (Gore et al., 2022) for CYPs without LD who present in behavioural crisis, integrating trauma-informed care, co-production and family resilience strategies to support safer transitions. Findings Since inception, HDS has supported 32 CYPs, with preliminary outcomes suggesting high social validity (Table 1); an average 92% increase in the score of Experience of Service Questionnaire (ESQ); increases in mediator confidence scored by the Sheffield Learning Disabilities Outcome Measure (SLDOM) (Delahunty et al., 2018); (Table 2), an average increase of 45%; and goal score increases for all CYPs and mediators who set goals and attended the HDS five-stage model, with an average increase of 49% (Table 3). To date, 72% of CYPs have not re-presented for a non-medical need, i.e. when in a behavioural crisis. This model demonstrates the potential of extending PBS-informed interventions beyond the current UK literature regarding LD support and schoolwide PBS. Findings highlight the importance of PBS-informed discharge for marginalised adolescents who often fall between statutory provisions, contributing to the growing literature of PBS beyond LD populations in the UK. Research limitations/implications A limitation of the HDS model is that it is reactive, as it is supporting the CYPs once they have made contact with acute hospital settings. The authors would suggest a focus on community-based engagement to reduce the risk of escalating support needs and promote QoL for CYPs. A hospital for medically optimised CYPs does not serve well-being and can inadvertently compound trauma support needs. The authors would suggest further research on early identification during exam season of CYPs requiring additional support regarding emotional well-being and suicidal ideation. Originality/value PBS is recognised as an evidence-based practise for people with learning disabilities, however the evidence regarding its application in different contexts and for different populations is more limited. This paper examines a novel application of PBS in the context of a hospital discharge service supporting adolescents who are medically optimised to return to the community. To the best of the authors’ knowledge, this is the first research paper which considers such a cohort receiving PBS-focused intervention.
Purpose - The purpose of this study is to evaluate the positive behavioural support (PBS) pathway in the NHS Forth Valley Adult Learning Disability Service by exploring the characteristics of referrals, the adherence to the pathway and staff experiences of the pathway to identify areas of good practice and areas for improvement. Design/methodology/approach - Routinely collected data were extracted from online systems and analysed using descriptive statistics in line with the aims of the audit. Findings - A total of 77 referrals were made to the PBS pathway in the timeframe. There were some areas of strength in terms of adherence to the pathway, with some areas for improvement, including for admin processes, data capturing and implementation. Practical implications - A number of suggested improvements for the service are highlighted, which may be applicable to wider service contexts using a tiered model of PBS. Originality/value - This is the first, to the best of the authors' knowledge, audit of the pathway since its development and highlights the use of PBS in a real-world context in an NHS setting, with recommendations for areas of improvement.
PurposeThis study aims to explore whether a low-cost, socially assistive robot (SAR) used as a mediator in discrete trial teaching (DTT) sessions can improve behavioural outcomes in autistic children. Specifically, it investigates the potential to increase sustained attention and reduce challenging behaviours compared to traditional operator-led instruction.Design/methodology/approachEleven autistic children with co-occurring intellectual disability, aged 3-11, participated in 30 sessions (15 robot-mediated, 15 operator-led). This study used a within-subjects design and assessed frequency of challenging behaviours and sustained attention. Data were analysed using non-parametric, within-participant and exploratory regression analyses.FindingsRobot-mediated sessions led to a statistically significant increase in sustained attention and reduction in challenging behaviours. Gains in sustained attention were consistent across participants, whereas changes in challenging behaviours were more variable. No significant associations emerged between age and behavioural outcomes. The structured nature of robot-mediated DTT may have contributed through greater consistency in instruction and reinforcement, increased stimulus salience and reduced variability in task presentation.Research limitations/implicationsLimitations include a small sample size, the absence of a control group and the lack of performance-based measures for discrete trials. Future research should examine long-term effects, individual variability and instructional outcomes using larger samples and parametric approaches.Practical implicationsThe simplicity, affordability and adaptability of the SAR make it suitable for use in various settings, particularly in under-resourced environments. It may also support treatment fidelity, emotional safety and instructional continuity.Originality/valueThis study offers preliminary evidence of the practical value of low-cost SARs in applied behaviour analysis-based interventions, expanding access to structured, behaviourally grounded support for autistic children with intellectual disability.
Purpose This paper aims to respond to the widening gap between schools and the implementation of evidence-based practices. It supports the Comprehensive Application of Behaviour Analysis to Schooling (CABAS®) as a model for delivering high-quality instruction and teacher training using behaviour principles. It is not enough to “present content”; educators are tasked with using evidence-based strategies with pupils. Design/methodology/approach Researchers outline foundational instructional tactics, learn units and multiple exemplar instruction (MEI) and introduce the framework for developing teachers as strategic scientists; the CABAS® Teacher Rank System. Findings Educators can use these tactics to deliberately arrange their environment to shape pupil and teacher behaviour. Teachers may use learn unit components to shape learning through contrived opportunities, rather than passive exposure to content (Greer and McDonough, 1999). Teachers can use MEI to systematically vary response types, promoting learning flexibility (LaFrance and Tarbox, 2020). Educators and administrators may choose to implement components of the CABAS® Teacher Rank System, which is a mastery-based professional development model that structures teacher growth around observable instructional repertoires, data-based decision-making and ongoing performance feedback (Du and Lee, 2024). Originality/value This study suggests that, together, these tactics help to position teaching as a behavioural process that is dynamic, responsive and shaped by the contingencies embedded within the classroom. This study offers educators a starting point for integrating behaviour analytic systems into both general and special educational settings. It describes how educators can adopt or adapt CABAS® structures to promote instructional quality, staff development and pupil outcomes for all learners.
PurposeThe present study aims to explore the effects of behavioural skills training to teach frontline professionals how to identify assent and assent-withdrawal from confederates using video models.Design/methodology/approachA nonconcurrent multiple baseline design was implemented across three frontline professionals. Data were collected during rehearsal and maintenance, endurance, stability and application (MESA). The participants were taught to identify instances of assent and assent withdrawal. Maintenance, endurance, stability and application data were collected 15-24 days after the criterion was met for each participant.FindingsThe results show a decrease in the misidentification of assent and assent withdrawal across participants, with a slight increase in correct responses. Further, social validity results indicate the skill was valued by participants, and data show that identification behaviour was maintained over three of the four conditions of fluency.Practical implicationsThe study used a training procedure for those interested in training staff to identify assent and assent withdrawal.Originality/valueThe present study fills a gap in the literature by using elements of precision teaching in training staff to recognise assent and assent withdrawal.
Purpose People with a learning disability are at a higher risk of developing diabetes than the general population. For them, and for those that care for them, a diagnosis of diabetes is associated with challenges. This paper aims to explore the issues involved in optimising care for people with a learning disability to both prevent and manage diabetes in this population effectively and equitably. The paper is designed to inform clinical practice, improvements in patient care and further research in this field. Design/methodology/approach A commentary which summarises and critically appraises a systematic review by Holden and Lee (2022) that examined the barriers and facilitators involved in optimal diabetes care for people with a learning disability. The commentary expands upon the review’s findings in the context of clinical practice. Findings The original systematic review identified twelve main barriers and fourteen main facilitators to optimal diabetes care for people with a learning disability at different individual, relationship, community and societal levels. Originality/value The authors of this commentary argue that strengthening multidisciplinary collaboration, providing education, reasonable adjustments, tailored interventions and improved communications, enhances self-management and ensures the optimisation of person-centred, equitable diabetes care for people with a learning disability across all health-care practice settings.
PurposeAddressing challenging behaviours (CBs) in students with intellectual disabilities (ID) remains a significant concern for educators and professionals. This study aims to examine the impact of implementing universal classroom strategies and explicitly teaching behavioural expectations to students with ID, within the framework of positive behavioural support.Design/methodology/approachAn ABABC multiple-treatment reversal design was used to assess the effects of the intervention on non-collaborative and disruptive behaviours among five students with ID. Condition C was introduced to evaluate the impact of explicitly teaching and reinforcing behavioural expectations.FindingsThe intervention resulted in a notable reduction in CB frequency across all participants. These results underscore the effectiveness of proactive environmental modifications and targeted behavioural instruction in managing challenging behaviours.Originality/valueThis study reinforces the value of shifting the focus from individual behaviours to the broader learning environment. By emphasizing environmental design and behavioural expectations, this research contributes to the development of more coherent, preventive and inclusive educational practices. Implications for classroom implementation and future research directions are discussed.
PurposeThe purpose of this study is to compare two prompting strategies, gestural prompt and teacher model, to identify which was more efficient in teaching a daily living skills task of folding clothes to two autistic adolescent males with a diagnosis of a severe learning disability. The study was an adapted replication of a study by Sabielny and Cannella-Marone (2014) where physical prompting only was compared with physical combined with vocal prompting on the acquisition of folding clothes.Design/methodology/approachAn alternating treatment design, with the two prompting strategies counterbalanced across tasks, was used.FindingsResults showed that the gestural prompt and teacher model were both successful in teaching participants to fold clothes, however, the teacher model supported a faster acquisition rate. It is recommended that the teacher model is the prompting strategy used for these participants for the teaching of future new skills. This study demonstrates the importance of determining the most efficient prompting strategy to teach new skills based on individual's needs.Originality/valueThis research can be easily replicated and used to adapt teaching strategies to encourage further independence. It is important to determine the most efficient prompting strategy for an individual to ensure that more learning can take place in the future.
PurposeThis paper aims to conduct two experiments testing the effects of a Do-See correspondence training on participant's gross motor and generalised imitation repertoires.Design/methodology/approachExperiment 1 was the pilot study, where the authors used a nonconcurrent pre- and post-intervention design with an embedded changing-criterion design to evaluate the effects of the Do-See Correspondence training on the imitation repertoires of five developmentally delayed toddlers. In Phase 1, experimenters imitated participants in two-minute sessions and recorded the number of times the participant acknowledged their mimicry. In Phase 2, experimenters continued imitating and recording acknowledgements while interspersing see-do opportunities. In Experiment 2, the authors replicated the pilot study with some modifications to the criterion and procedures with three preschoolers with Individualized Education Plans (IEPs) using a multiple probe across participants' design.FindingsIn Experiment 1, all five toddler participants increased their correct gross motor imitation responses, with four demonstrating 100% accuracy for Generalised Imitation (GI) as well. In Experiment 2, all three preschoolers showed improvements in their imitation responses, but only one met the criterion for gross motor imitation.Originality/valueOverall, the Do-See correspondence training appeared effective and offered a viable alternative for students who may have difficulty learning from traditional imitation instruction.
