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.

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.

Evidence‐Based Practice in the Classroom: Evaluating a Procedure for Reducing Perseverative Requesting in an Adolescent with Autism and Severe Intellectual Disability

2008 ◽  
Vol 32 (1) ◽  
pp. 55-65
Author(s):  
Jeff Sigafoos ◽  
Jennifer Ganz ◽  
Mark O’Reilly ◽  
Giulio Lancioni
Keyword(s):  
Special Education ◽  
Intellectual Disability ◽  
Special Educators ◽  
Evidence Based Practice ◽  
Evidence Based ◽  
Individual Level ◽  
Severe Intellectual Disability ◽  
Speech Generating Device ◽  
The Individual ◽  
Response Interruption

Management of inappropriate behaviour is a major priority in special education. Evidence‐based practice dictates that interventions to reduce inappropriate behaviour should be evaluated at the individual level to demonstrate their efficacy in the classroom. This study illustrates the evaluation of an evidence‐based procedure (response interruption) for reducing perseverative requesting in an adolescent boy with autism and severe intellectual disability. The boy used a speech‐generating device to request snacks during baseline and response interruption conditions. During both conditions, the boy had to wait 30 seconds while the snack was being prepared. Requests that occurred during this wait interval were defined as perseverative. Intervention involved blocking perseverative requests and prompting the child to wait. An ABAB design was used to evaluate the effects of the response interruption procedure. The results demonstrated that response interruption effectively reduced perseverative requesting, while maintaining appropriate requesting at other times. The study illustrates how special educators might evaluate evidence‐based practice in the classroom.

Video-Based Instruction to Promote Employment-Related Social Behaviors for High School Students With Intellectual Disability

Inclusion ◽  
2018 ◽  
Vol 6 (3) ◽  
pp. 175-193 ◽  
Author(s):  
Carly B. Gilson ◽  
Erik W. Carter
Keyword(s):  
High School ◽  
High School Students ◽  
Intellectual Disability ◽  
Single Case ◽  
Self Regulation ◽  
School Setting ◽  
Social Behaviors ◽  
School Students ◽  
Based Instruction ◽  
Multiple Probe

Abstract The disappointing employment outcomes of students with intellectual disability (ID) can often be exacerbated by the social-related challenges they experience. Within high school transition programs, interventions targeting employment-related social behaviors and inclusive practices should emphasize individualization, self-regulation, and generalization. We used a multiple-probe-across-participants, single-case experimental design to examine the effects of video-based instruction on the individualized employment-related social behaviors (ERSB) of 5 high school students with ID with severe levels of impairment. For all participants, the intervention increased ERSB, sustained task engagement in the school setting, and maintained over time. Students and educators considered the intervention beneficial and enjoyable. We offer implications for supporting social skills development within secondary schools to prepare students for future inclusive employment opportunities.

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.

Teaching Emergent Literacy Skills Using Cultural Contextual Story-Based Lessons

2009 ◽  
Vol 34 (3-4) ◽  
pp. 102-112 ◽  
Author(s):  
Fred Spooner ◽  
Christopher J. Rivera ◽  
Diane M. Browder ◽  
Joshua N. Baker ◽  
Spencer Salas
Keyword(s):  
English Language Learners ◽  
Intellectual Disability ◽  
Emergent Literacy ◽  
Language Learners ◽  
English Language ◽  
The United States ◽  
Literacy Skills ◽  
Skill Sets ◽  
Emergent Literacy Skills ◽  
Severe Intellectual Disability

Recent statistics suggest that the number of English-language learners has been growing at a rapid rate in the United States. The growth of this population will inevitably lead to a larger number of culturally and linguistically diverse students with significant cognitive disabilities. Currently, there is little research on effective literacy practices, specifically for English-language learners with a moderate or severe intellectual disability. The participants in this study were one Latina paraprofessional and an English-language learner with a moderate intellectual disability. A multiple probe design across skill sets was used to evaluate number of items correct throughout three skill sets derived from a cultural contextual story-based lesson protocol. Results suggest that the cultural contextual story-based lessons did increase emergent literacy skills for this student. Future research and implications are discussed.

The Effect of Schema-Based Instruction in Solving Mathematics Word Problems: An Emphasis on Prealgebraic Conceptualization of Multiplicative Relations

2008 ◽  
Vol 39 (5) ◽  
pp. 526-551
Author(s):  
Yan Ping Xin
Keyword(s):  
Elementary Students ◽  
Word Problems ◽  
Instructional Strategy ◽  
Mathematics Learning ◽  
Functional Relation ◽  
Strategy Instruction ◽  
Algebraic Thinking ◽  
Students With Learning Disabilities ◽  
Based Instruction ◽  
Multiple Probe

The purpose of this study was to examine the effects of a schema-based instructional strategy that emphasizes prealgebraic conceptualization of multiplicative relations on solving arithmetic word problems with elementary students with learning disabilities or problems (LP). Participants were 4 fifth graders with LP in a Midwestern urban public elementary school. An adapted multiple-probe-across-participants design was employed to assess the functional relation between the schema-based instructional strategy instruction and students' performance while solving word problems. The results of the study demonstrated the effectiveness of the schema-based instructional strategy with elementary students with LP. Introducing symbolic representation and algebraic thinking in earlier grades may facilitate a smoother transition from elementary to higher level mathematics learning and improve middle and high school mathematics performance.

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