Key considerations when interviewing individuals with expressive language difficulties

2020 ◽  
Vol 20 (6) ◽  
pp. 960-970
Author(s):  
Judy Verseghy ◽  
Lynda Atack ◽  
Janet Maher
Keyword(s):  
Developmental Disabilities ◽  
Secondary Students ◽  
Expressive Language ◽  
Intellectual And Developmental Disabilities ◽  
Fair Share ◽  
Post Secondary ◽  
Language Difficulties ◽  
Disability Research ◽  
Research Recommendations ◽  
Reporting Data

Qualitative research comes with its fair share of challenges; however, those challenges are often amplified when interviewing individuals with intellectual and developmental disabilities. A research project, Friendly Housemates, was conducted where people with intellectual and developmental disabilities were matched with post-secondary students to live together as housemates. Drawing on experience gleaned from interviews conducted for the study and earlier research, recommendations are made for collecting, analyzing, and reporting data from participants who are quiet or have expressive language difficulties. These practices will help to ensure that the voices that are so often relegated to the fringes are brought to the disability research discourse.

Parent and Teacher Perspectives on Friendships and Social Interactions of Secondary Students With Intellectual and Developmental Disabilities

Inclusion ◽  
2016 ◽  
Vol 4 (4) ◽  
pp. 239-256 ◽  
Author(s):  
Zachary Rossetti ◽  
Donna Lehr ◽  
Shuoxi Huang ◽  
Jessica Ghai ◽  
Nancy Harayama
Keyword(s):  
High School Students ◽  
Developmental Disabilities ◽  
Social Interactions ◽  
Secondary Students ◽  
Future Research ◽  
Intellectual And Developmental Disabilities ◽  
Structured Interviews ◽  
School Students ◽  
Inclusive Settings ◽  
Direct Support

AbstractFriendships between students with and without intellectual and developmental disabilities (IDD) remain infrequent, especially at the secondary level. However, when friendships between students with and without IDD have developed, direct support from parents and teachers has been a critical facilitator. Thus, this qualitative study examined parent (n = 10) and teacher (n = 20) perspectives on friendships and social interactions of middle and high school students with IDD receiving special education services in inclusive settings at least part of the day. The data were collected through semi-structured interviews with each participant and analyzed inductively using a multistage process of open and then thematic coding. The thematic findings suggest that the challenge of friendship development between students with and without IDD is ongoing, though there may be potential in focusing more explicitly and intentionally on increasing social interaction opportunities both in and out of school. Implications for future research and practice are described in the context of supporting students with and without IDD to increase social interactions and develop friendships.

Contextualizing Mathematics: Teaching Problem Solving to Secondary Students With Intellectual and Developmental Disabilities

2018 ◽  
Vol 56 (6) ◽  
pp. 442-457 ◽  
Author(s):  
Jenny R. Root ◽  
Sarah K. Cox ◽  
Nannette Hammons ◽  
Alicia F. Saunders ◽  
Deidre Gilley
Keyword(s):  
Problem Solving ◽  
Developmental Disabilities ◽  
Secondary Students ◽  
Word Problems ◽  
Mathematical Problem ◽  
Functional Relation ◽  
Future Research ◽  
Intellectual And Developmental Disabilities ◽  
Mathematics Intervention ◽  
Problem Solving Skills

Abstract The purpose of this study was to evaluate the effect of a multicomponent mathematics intervention (modified schema-based instruction, video anchors, and goal setting with self-graphing) on mathematical problem-solving skills of secondary students with intellectual and developmental disabilities. Three participants were taught to solve percent of change word problems, which involved calculating the discounted price of an item or activity after using a coupon and then determining whether they had enough money to make the purchase. Results of the multiple probe across participant design indicate a functional relation between the intervention and problem solving, and all participants were able to generalize skills from word problems to real-world stimuli (i.e., coupons, receipts, menus). Implications for practice and future research are discussed.

Systematic Review of Instructional Methods to Teach Employment Skills to Secondary Students With Intellectual and Developmental Disabilities

2017 ◽  
Vol 42 (2) ◽  
pp. 89-107 ◽  
Author(s):  
Carly B. Gilson ◽  
Erik W. Carter ◽  
Elizabeth E. Biggs
Keyword(s):  
Developmental Disabilities ◽  
Secondary Students ◽  
Performance Feedback ◽  
Augmentative And Alternative Communication ◽  
Instructional Methods ◽  
Future Research ◽  
Intellectual And Developmental Disabilities ◽  
Alternative Communication ◽  
Employment Skills ◽  
Based Instruction

Effective vocational instruction is an essential aspect of preparing students with intellectual and developmental disabilities (IDD) for the world of work. We systematically reviewed research on instructional methods used to teach employment skills to secondary students with IDD. We identified 56 studies involving 766 participants with IDD. Four intervention approaches emphasized technology or some other instructional stimulus (i.e., self-management devices, video-based, audio-based, picture and tactile-based) and four focused on live instructors (i.e., direct instruction, augmentative and alternative communication, simulation, peer-delivered). Among the 21 instructional methods used within these approaches, performance feedback, device-assisted instruction, response prompting, and community-based instruction were the most common. We address the extent to which these intervention approaches were effective across students, instructional methods, settings, and outcomes, as well as offer recommendations for future research and practice.

scholarly journals Communicative Use of Triadic Eye Gaze in Children With Down Syndrome, Autism Spectrum Disorder, and Other Intellectual and Developmental Disabilities

2019 ◽  
Vol 28 (4) ◽  
pp. 1509-1522
Author(s):  
Laura J. Hahn ◽  
Nancy C. Brady ◽  
Theresa Versaci
Keyword(s):  
Down Syndrome ◽  
Developmental Disabilities ◽  
Expressive Language ◽  
Eye Gaze ◽  
Receptive Language ◽  
Autism Spectrum ◽  
Language Models ◽  
Intellectual And Developmental Disabilities ◽  
Language Abilities ◽  
Children With Asd

Purpose This study examines differences in the communicative use of triadic eye gaze (TEG) during a communicative interaction in 2 neurodevelopmental disorders: Down syndrome (DS) and autism spectrum disorders (ASD), and a 3rd group of varying disabilities associated with intellectual and developmental disabilities (IDDs). Also, the relationship between TEG use and language abilities was explored. Method Participants were 45 children, 15 in each group. The frequency of TEG was coded during a scripted communication assessment when children were between 3 and 6 years of age (37–73 months). Receptive and expressive language was measured using raw scores from the Mullen Scales of Early Learning concurrently between 3 and 6 years and again 2 years later when children were between 5 and 8 years (59–92 months). Results Descriptively, children with DS had a higher frequency of TEG than children with ASD and IDD, but significant differences were only observed between children with DS and ASD. More TEG at Time 1 in children with DS was associated with higher receptive language at Time 1 and higher expressive language at Time 2. For children with ASD, a trend for a positive association between TEG at Time 1 and language abilities at Time 2 was observed. No significant associations were observed for children with IDD. Conclusion Children with DS used TEG significantly more than children with ASD in this sample. Identifying strengths and weaknesses in TEG use is important because providing caregiver training to facilitate TEG can result in increased opportunities to respond with language models and promote language development.

scholarly journals Reverse-Inclusion Continuing Education Program at College Aimed at Students with Intellectual and Developmental Disabilities: Program Implementation

2021 ◽  
Author(s):  
Jonathan Pierce ◽  
Kaelin N. Rubenzer ◽  
Tamara H. Shetron
Keyword(s):  
Developmental Disabilities ◽  
Continuing Education ◽  
Program Implementation ◽  
Education Program ◽  
Liberal Arts ◽  
Intellectual And Developmental Disabilities ◽  
Reverse Inclusion ◽  
University Of Texas ◽  
Post Secondary ◽  
Self Sufficiency

Many post-secondary education programs foster self-sufficiency, intellectual growth, and employment skills for adults with intellectual and developmental disabilities (IDD). However, these programs do not usually introduce adults with IDD to the broad range of academic subjects that their neurotypical peers take in college. Thus, we developed a reverse-inclusion, continuing-education program at University of Texas at Austin aimed at adults with IDD. Students with and without IDD take courses together on campus in science, liberal arts, and self-sufficiency skills. We describe how we designed and implemented our program which serves >200 students annually. This can inform the development of similar programs in other locations.

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