Teaching Students with Moderate and Severe Intellectual Disability to Compare Characters in Adapted Text

Autor/inn/en	Dieruf, Kristen B.; Ault, Melinda Jones; Spriggs, Amy D.
Titel	Teaching Students with Moderate and Severe Intellectual Disability to Compare Characters in Adapted Text
Quelle	In: Journal of Special Education, 54 (2020) 2, S.80-89 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4669
DOI	10.1177/0022466919869978
Schlagwörter	Students with Disabilities; Moderate Intellectual Disability; Severe Intellectual Disability; Prompting; Instructional Materials; Instructional Effectiveness; Elementary School Students; Literacy; Special Education; Children; Intelligence Tests; Behavior Rating Scales; Achievement Tests; Cognitive Development; Reading Instruction; Visual Aids; Academic Standards; Kentucky; Kaufman Assessment Battery for Children; Vineland Adaptive Behavior Scales; Kaufman Test of Educational Achievement; Wechsler Preschool and Primary Scale of Intelligence; Bayley Scales of Infant Development + Suchen Sie Ihr Suchwort? Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Benutzerführung; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Unterrichtserfolg; Alphabetisierung; Schreib- und Lesefähigkeit; Special needs education; Sonderpädagogik; Sonderschulwesen; Child; Kind; Kinder; Intelligence test; Intelligenztest; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Kognitive Entwicklung; Leseunterricht; Anschauungsmaterial; Schulleistung
Abstract	The purpose of the study was to evaluate the effects of a system of least prompts procedure and use of a graphic organizer to teach the academic literacy standard of comparing characters in text for elementary students with moderate and severe intellectual disability. A multiple probe across participants design was used to evaluate the results. The results indicated the system of least prompts and graphic organizer intervention was effective in teaching the skill to one student. The intervention, with modifications, was effective for two additional students. All participants maintained and generalized the skill. Directions for future research and practical implications are discussed. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01