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

Authors

  • Zilda Aparecida Pereira Del Prette
  • Ricardo Gonçalvez de Aguiar
  • Almir Del Prette

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 discussed.

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How to Cite

Prette, Z. A. P. D., Aguiar, R. G. de, & Prette, A. D. (2009). JT Method in the Special Education: Results of the socials-communicatives skills program with mental deficient. Special Education Magazine, 22(35). Retrieved from https://periodicos.ufsm.br/educacaoespecial/article/view/817

Issue

Revista Educação Especial, v. 22, n. 35, set./dez. 2009

Section

Continuous Demand

License

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