Children’s skill level in using a spoon facilitates increased independence during mealtimes and greater control over the pace and quantity of food intake, which has important implications for health and self-determination. Children with severe multiple disabilities, including cognitive and visual impairment (VI), require intensive instruction to achieve independence using a spoon. We used graduated guidance and verbal prompting to teach spoon use to three children with severe multiple disabilities, including cognitive and VI, in a pullout setting during afternoon snack at school. Efficacy of the intervention was tested using a multiple probe design across participants. Results show that the intervention was associated with an increase in participants’ independent, accurate spoon use; although, in the time allotted, participants did not reach full independence with all steps of spoon use. Implications for practice and future research are discussed.

中文翻译：

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使用分级指导教有严重多重残疾（包括视力障碍）的儿童使用勺子

儿童使用勺子的技能水平有助于提高进餐时间的独立性，并更好地控制食物摄入的速度和数量，这对健康和自决具有重要意义。患有严重多重残疾的儿童，包括认知和视力障碍 (VI)，需要强化指导才能使用勺子实现独立。我们使用渐进式指导和口头提示，在学校下午点心期间的抽离式环境中，教三个患有严重多重残疾（包括认知和 VI）的儿童使用勺子。使用跨参与者的多探针设计测试干预的有效性。结果表明，干预与参与者独立、准确地使用勺子的增加有关；虽然在规定的时间内，参与者在使用勺子的所有步骤中都没有达到完全独立。讨论了对实践和未来研究的影响。