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

2019 ◽  
Vol 54 (2) ◽  
pp. 80-89
Author(s):  
Kristen B. Dieruf ◽  
Melinda Jones Ault ◽  
Amy D. Spriggs
Keyword(s):  
Intellectual Disability ◽  
Elementary Students ◽  
Academic Literacy ◽  
Graphic Organizer ◽  
Future Research ◽  
System Of Least Prompts ◽  
Severe Intellectual Disability ◽  
Multiple Probe ◽  
Practical Implications

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.

scholarly journals Initiation and Generalization of Self-Instructed Video Activity Schedules for Elementary Students With Intellectual Disability

2018 ◽  
Vol 53 (1) ◽  
pp. 51-62 ◽  
Author(s):  
Sally B. Shepley ◽  
Amy D. Spriggs ◽  
Mark D. Samudre ◽  
Emily C. Sartini
Keyword(s):  
Intellectual Disability ◽  
Elementary Students ◽  
Single Case ◽  
The Self ◽  
Future Research ◽  
Activity Schedules ◽  
Activity Schedule ◽  
Independent Variable ◽  
Self Instruction ◽  
Multiple Probe

This study evaluated the effects of progressive time delay (PTD) to teach four elementary students with intellectual disability on how to self-instruct using a video activity schedule. A single-case multiple probe across participants design with a multiple probe across environments design for each participant was used to assess the generalization of the self-instruction behavior to novel environments. All participants acquired the self-instruction behavior in their target environments. One participant generalized this behavior to a novel environment by the completion of the study, and the other three participants required introduction of the independent variable (PTD) to master acquisition in the two generalization environments. Implications for practitioners and suggestions for effective programming of generalization in future research are discussed.

Preparing Interns to Use Functional Story-Based Instruction to Teach Students With a Severe Intellectual Disability in Rural Schools

2019 ◽  
Vol 38 (4) ◽  
pp. 217-230
Author(s):  
Glenda Hyer ◽  
Karena Cooper-Duffy
Keyword(s):  
Special Education ◽  
Intellectual Disability ◽  
Elementary Students ◽  
Emergent Literacy ◽  
Rural Schools ◽  
Hand Washing ◽  
Severe Intellectual Disability ◽  
Secondary Purpose ◽  
Based Instruction ◽  
Multiple Probe

The primary purpose of this study was to prepare special education interns to implement two-task analyses to teach elementary students with severe intellectual disability (SID) emergent literacy and hand washing skills. The secondary purpose was to evaluate the effect of intern instruction on both the independent emergent literacy and hand washing responses of the students. A multiple probe across participant design was used to evaluate the effects of a multicomponent instruction package on the number of steps interns completed correctly on story-based and hand washing task analyses. A second simultaneous multiple probe across students design was used to evaluate the effects of functional story-based instruction on the independent emergent literacy and hand washing responses. Collateral behaviors showed as interns correctly implemented the steps of the story-based and hand washing task analyses, the students with SID increased emergent literacy and hand washing responses. Implications for rural educators are provided.

Effects of Using an iPad to Teach Early Literacy Skills to Elementary Students With Intellectual Disability

2020 ◽  
Vol 58 (1) ◽  
pp. 34-48
Author(s):  
Minkowan Goo ◽  
Diane Myers ◽  
Adela L. Maurer ◽  
Robert Serwetz
Keyword(s):  
Intellectual Disability ◽  
Early Literacy ◽  
Elementary Students ◽  
Functional Relationship ◽  
Literacy Skills ◽  
Future Research ◽  
Probe Design ◽  
Early Literacy Skills ◽  
Visual Supports ◽  
Multiple Probe

Abstract The purpose of this study was to investigate the effects of using an iPad to teach early literacy skills to students with intellectual disability (ID). Three elementary students with mild to moderate levels of ID participated in the study. We used a multiple-probe design across students to examine a functional relationship between using an iPad providing visual supports and the acquisition of phonemic segmentation skills. Results indicated that using visual supports via an iPad was an effective method to teach phonemic segmentation fluency to these three students with ID. We also discussed implications and suggestions for future research.

The Use of Response Prompting and Frames for Teaching Sentence Writing to Students With Moderate Intellectual Disability

2016 ◽  
Vol 33 (3) ◽  
pp. 142-149 ◽  
Author(s):  
Robert Pennington ◽  
Allison Flick ◽  
Kendra Smith-Wehr
Keyword(s):  
Intellectual Disability ◽  
Time Delay ◽  
Delay System ◽  
Constant Time Delay ◽  
Intervention Package ◽  
Time Delay System ◽  
Moderate Intellectual Disability ◽  
System Of Least Prompts ◽  
Response Prompting ◽  
Multiple Probe

In the current study, we examined the effects of response prompting strategies (i.e., constant time delay, system of least prompts) and frames on sentence writing for three participants, ages 7 to 12, with moderate intellectual disability. We used a concurrent multiple probe across behaviors design to evaluate the efficacy of the intervention package and posttest probes to assess generalized responding to untrained stimulation. During intervention, the teacher taught two students to construct sentences using selection-based software and another to generate handwritten responses across three different writing frames (i.e., I want _________, I see _____, The _____ is ______). Our findings suggest that the package was effective and produced variable levels of maintenance and generalized responding for all three participants.

Teaching the Calendar Application on a Mobile Device to Young Adults With Intellectual and Developmental Disabilities

2020 ◽  
pp. 016264342093357
Author(s):  
Kinga Balint-Langel ◽  
Chengan Yuan ◽  
Youjia Hua
Keyword(s):  
Young Adults ◽  
Developmental Disabilities ◽  
Postsecondary Education ◽  
Constant Time Delay ◽  
Self Management ◽  
Future Research ◽  
Intellectual And Developmental Disabilities ◽  
Management Skills ◽  
Multiple Probe ◽  
Practical Implications

Individuals with intellectual and developmental disabilities (IDD) often have difficulties with self-management skills such as scheduling daily tasks for educational, vocational, and leisure purposes. In this study, we used a multiple probe across participant design to evaluate the effects of constant time delay in teaching young adults with IDD the necessary steps to schedule events and set reminders using the Calendar application (app). Three students with IDD in a postsecondary education setting participated in this study and acquired the steps required for programming events and their reminders in the Calendar app. In addition, two participants independently attended the scheduled events without additional reminders from adults. Limitations, future research, and practical implications are discussed.

Using Video Modeling to Teach Social Skills for Employment to Youth With Intellectual Disability

2018 ◽  
Vol 43 (1) ◽  
pp. 40-52 ◽  
Author(s):  
Jiyoon Park ◽  
Emily C. Bouck ◽  
Ana Duenas
Keyword(s):  
Young Adults ◽  
Intellectual Disability ◽  
Social Skills ◽  
Effective Teaching ◽  
Video Modeling ◽  
Teaching Method ◽  
Probe Design ◽  
System Of Least Prompts ◽  
Response Generalization ◽  
Multiple Probe

Video modeling is an effective teaching method for supporting individuals with disabilities to learn various skills. Yet, limited research explores the use of video modeling to teach social skills for employment. The purpose of this study was to examine the effect of video modeling, alone and in conjunction with the system of least prompts, to teach three young adults with intellectual disability to perform three social skills: offering assistance, responding appropriately to feedback, and asking clarification for unclear instruction. A multiple probe design across behaviors was used to evaluate participants’ accuracy in verbally responding to the scenario. All participants demonstrated an improvement in acquisition of targeted skills from baseline to intervention, yet all struggled with the response generalization.

Evaluating the Effects of a Video Prompt in a System of Least Prompts Procedure

2013 ◽  
Vol 38 (1) ◽  
pp. 39-49 ◽  
Author(s):  
Katie A. Smith ◽  
Kevin M. Ayres ◽  
Linda C. Mechling ◽  
Jennifer L. Alexander ◽  
Theologia K. Mataras ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Intellectual Disability ◽  
Test Format ◽  
School Students ◽  
Moderate Intellectual Disability ◽  
Novel Materials ◽  
System Of Least Prompts ◽  
Post Test ◽  
Multiple Probe

The purpose of this study was to evaluate the effects of a system of least prompts procedure with a video prompt serving as the model in teaching office tasks to three high school students with moderate intellectual disability. A multiple probe across behaviors design replicated across participants was used to evaluate the intervention. The dependent variable was percentage of steps completed independently on collating and stapling papers, organizing a binder, and preparing a letter. Generalization was assessed across materials for each participant in a pre-/post-test format. Results indicated the three participants learned all three skills after the introduction of intervention and generalized the majority of steps to novel materials.

Transition Satisfaction and Family Well Being Among Parents of Young Adults With Severe Intellectual Disability

2009 ◽  
Vol 47 (1) ◽  
pp. 31-43 ◽  
Author(s):  
Cameron L. Neece ◽  
Bonnie R. Kraemer ◽  
Jan Blacher
Keyword(s):  
Young Adults ◽  
Intellectual Disability ◽  
Family System ◽  
Transition Period ◽  
Life Stage ◽  
Sudden Change ◽  
Well Being ◽  
Future Research ◽  
Environmental Characteristics ◽  
Severe Intellectual Disability

Abstract The transition from high school to adulthood is a critical life stage that entails many changes, especially for youth with severe intellectual disability. The transition period may be especially stressful for the families of these young adults, who often experience a sudden change, or decrease, in services. However, little research has examined what constitutes a successful transition for the families of these individuals. The present study examined parent perspectives of transition for 128 young adults with severe intellectual disability, specifically, parent satisfaction with transition. Results suggested that transition satisfaction is related to young adult, family, and environmental characteristics, with environmental characteristics being the strongest predictors of transition satisfaction. Furthermore, transition satisfaction is related to multiple measures of family well being, indicating the tremendous need for considering the broader family system when planning for a young adult's transition. Implications and directions for future research are discussed.

Effects of Direct Systematic Instruction on Google Glass Orientation With Individuals With Intellectual Disability

2016 ◽  
Vol 31 (4) ◽  
pp. 207-216 ◽  
Author(s):  
Kelly R. Kelley ◽  
Christopher J. Rivera ◽  
Ryan O. Kellems
Keyword(s):  
Intellectual Disability ◽  
Student Performance ◽  
Mobile Technology ◽  
Functional Relation ◽  
Initial Study ◽  
Future Research ◽  
Systematic Instruction ◽  
Google Glass ◽  
Multiple Probe ◽  
Beta Testing

Glass, designed by Google, is a fairly new wearable and mobile technology that projects an image into a glass prism above the eye and is currently in beta testing. A touch pad on the side of Glass allows users to engage with the device through swiping gestures and voice control to perform several functions similar to mobile devices. This initial study used a multiple probe across participants design to investigate the effects of direct systematic instruction (model-lead-test [MLT]) to teach three individuals with intellectual disability (ID) to operate Glass. To date, no study has been conducted using Glass with individuals with ID. Results demonstrated a functional relation between the direct systematic instruction and student performance with Glass orientation across all participants. Additionally, participants indicated positive experiences using this wearable/mobile technology based on social validity measures collected at the end of the study. Limitations, future research, and implications for practice are also discussed.

Using Graduated Guidance to Teach iPad Accessibility Skills to High School Students With Severe Intellectual Disabilities

2018 ◽  
Vol 33 (4) ◽  
pp. 237-246 ◽  
Author(s):  
Bree A. Jimenez ◽  
Khulod Alamer
Keyword(s):  
High School ◽  
High School Students ◽  
Skill Acquisition ◽  
School Curriculum ◽  
Future Research ◽  
Educational Programming ◽  
School Students ◽  
Severe Intellectual Disability ◽  
Graduated Guidance ◽  
Multiple Probe

Advances in and the decreased cost of technology has resulted in a significant increase in educational programming that incorporates technology into the school curriculum. Specifically, the use of iPads has become quite common to support students social, communication, and academic outcomes in recent years; however, many students with moderate to severe disability do not have the access skills necessary to navigate these devices independently. This study investigated the effect of graduated guidance on iPad accessibility skill acquisition for three high school students with severe intellectual disability. Students were taught to swipe, drag, touch tap, minimize, and enlarge images on an iPad to access high-interest websites, images, and instructional resources. A multiple probe across students design was used to examine the effects of graduated guidance on the number of trials completed independently on each accessibility skill. Results indicated a functional relationship between the use of graduated guidance and student independent correct physical responses for all three students. Implications for practice and future research are discussed.

Sign in / Sign up

Export Citation Format

Share Document