Enhancing living skills in Dravet syndrome through precision teaching: a component-composite approach with an environmental modification

Abstract

Purpose

This study aims to explore the impact of precision teaching (PT) on living skills in an individual with Dravet syndrome (DS). Focusing on a core case of a 14-year-old with DS, it assesses the role of PT in mastering the daily living skill of putting on a jacket, integrating a component-composite approach.

Design/methodology/approach

The research adopts a within-subject design, emphasising the transition from component skills to composite skills in daily living tasks. Using an environmental modification, it tracks the participant’s progress in putting on a jacket pre- and post-PT intervention.

Findings

Significant enhancements in the independent execution of putting on a jacket were observed, highlighting PT’s effectiveness in refining living skills in DS. The study offers valuable insights into the component-composite framework of skill acquisition and the use of environmental modifications.

Research limitations/implications

While improvements were noted, the study suggests further research to promote the long-term sustainability of PT’s impact on living skills in DS.

Practical implications

The study underscores PT’s practical benefits in enhancing daily living skills among DS individuals. It provides a strategic model for educators and therapists focusing on skill development.

Social implications

This research emphasises the importance of specialised, effective teaching methods like PT in fostering independence and quality of life for individuals with disabilities, advocating for tailored educational approaches.

Originality/value

This investigation examines the efficacy of PT for developing living skills in DS; it contributes novel perspectives to special education and therapeutic interventions.