JT Method in the Special Education: Results of the socials- communicatives skills program with mental deficient

Authors

  • Adriana Augusto Raimundo de Aguiar Universidade Federal de São Carlos, São Carlos, São Paulo
  • Zilda Aparecida Pereira Del Prette Universidade Federal de São Carlos, São Carlos, São Paulo
  • Ricardo Gonçalves de Aguiar Universidade Nove de Julho, São Paulo, São Paulo
  • Almir Del Prette Universidade Federal de São Carlos, São Carlos, São Paulo

DOI:

https://doi.org/10.5902/1984686X2116

Keywords:

Reliable change, Clinical significance, Special Education.

Abstract

The analysis of internal and external validity of interventions with single subjects is still a challenge for the research and for the professional practice compromised with the effectiveness of the results. When the traditional methods are not suitable(due to sampling problems or replication difficulties), it becomes necessary the development of alternative methods. This article exemplifies the use of “Method JT” for analyzing an intervention effect in the Special Education field, data been collected in a program with six mental deficient adults aimed to develop their communication skills. The program, carried out in clinical and non-clinical settings, used procedures and techniques from Speech-Language and Hearing Sciences field, cognitive-behavioral and pedagogical approaches. The results showed the usefulness of JT method to evaluate the effectiveness of intervention programs both in the analysis of group results as well as in concerning individual results. The potentiality of JT method in the improvement of these programs is discusse

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How to Cite

Aguiar, A. A. R. de, Prette, Z. A. P. D., Aguiar, R. G. de, & Prette, A. D. (2010). JT Method in the Special Education: Results of the socials- communicatives skills program with mental deficient. Special Education Magazine, 1(1). https://doi.org/10.5902/1984686X2116

Issue

Revista Educação Especial, v. 23, n. 37, maio/ago. 2010

Section

Continuous Demand

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We declare that all articles present in the journal Revista Educação Especial (UFSM) are originals and were not submitted for publishing on any other publication, as a whole or a fraction.  We also declare that, after being published by Revista Educação Especial (UFSM), a paper will not be submitted to another journal within two years. After this time, our journal transfers the publishing rights to the authors, with a permit granted by the Editorial Council.

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