Using Behavior Skills Training and a Group Contingency to Promote Mask-Wearing in an Early Childhood Special Education Classroom

Authors

Kaitlyn Smith, The University of Texas at San Antonio, Medina Valley Independent School District
Hannah MacNaul, The University of Texas at San Antonio
Marie Kirkpatrick, The University of Texas at San Antonio

Abstract

Coronavirus (COVID-19) and the resulting pandemic had widespread implications on the safety of the job tasks teachers are charged with each day. The Center for Disease Control (CDC, 2020) recommends people age 2 years and older should wear masks in public settings; however, for children with disabilities, wearing a mask may be difficult and as such, is not required. Special education teachers and students in particular are at high risk for exposure and contracting COVID-19. Therefore, behavior-analytic strategies that can teach and reinforce appropriate mask-wearing should be evaluated. Given the environment of schools at the time of the study, mask-wearing was a critical skill that children had to learn, and quickly. In this study, students ages 3 to 5-years-old with developmental delays were taught how to properly wear a mask using behavior skills training (BST) until all students were able to put on a mask, or ask for help in doing so, independently. Then, a group contingency was utilized to reinforce the wearing of masks throughout the day in the classroom. Using a changing criterion design, BST and a group contingency was effective in increasing mask wearing for students in the classroom.

Recommended Citation

Smith, Kaitlyn; MacNaul, Hannah; and Kirkpatrick, Marie (2023) "Using Behavior Skills Training and a Group Contingency to Promote Mask-Wearing in an Early Childhood Special Education Classroom," The Journal of Special Education Apprenticeship: Vol. 12: No. 3, Article 5.
DOI: https://doi.org/10.58729/2167-3454.1180
Available at: https://scholarworks.lib.csusb.edu/josea/vol12/iss3/5