Training Teachers to Follow a Task Analysis to Engage Middle School Students With Moderate and Severe Developmental Disabilities in Grade-Appropriate Literature
TLDR
In this paper, the authors used a multiple-probe-across-participants design to examine the effects of training teachers to follow a task analysis on the number of steps completed by teachers on the literacy lesson plan template and changes made by students in response to teachers' use of the lesson plan.Abstract:
The purpose of this study was to train teachers to follow a task analysis to teach a story-based literacy lesson using adapted, grade-appropriate middle school literature to students with moderate and severe developmental disabilities. A multiple-probe-across-participants design was used to examine the effects of training teachers to follow a literacy lesson plan task analysis on the number of steps completed by teachers on the literacy lesson plan template and changes made by students in response to teachers’ use of the literacy lesson plan. Results indicated a functional relationship between teacher training and the number of lesson plan steps followed, with a corresponding student increase in both overall and independent correct responses. Implications for practice and future research are discussed.read more
Citations
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Evidence-Based Practices for Children, Youth, and Young Adults with Autism Spectrum Disorder: A Comprehensive Review.
Connie Wong,Samuel L. Odom,Kara Hume,Ann W. Cox,Angel Fettig,Suzanne Kucharczyk,Matthew E. Brock,Joshua B. Plavnick,Veronica P. Fleury,Tia R. Schultz +9 more
TL;DR: Six new EBPs were identified in this review, and one EBP from the previous review was removed, and the authors discuss implications for current practices and future research.
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Evidence-Based Practice for Teaching Academics to Students With Severe Developmental Disabilities
TL;DR: In this paper, a review of the literature was conducted for articles published between 2003 and 2010 to build a case for the degree to which evidence-based practices were documented for teaching academic skills to students with severe developmental disabilities.
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Literacy for Students With Severe Developmental Disabilities What Should We Teach and What Should We Hope to Achieve
Diane M. Browder,Susan L. Gibbs,Lynn Ahlgrim-Delzell,Ginevra R. Courtade,Maryann Mraz,Claudia Flowers +5 more
TL;DR: In this article, a conceptual foundation for early literacy instruction for students with severe developmental disabilities is proposed, with the two primary outcomes in the conceptual model being (a) enhanced quality of life through shared literature and (b) increased independence as a reader.
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Addressing the Academic Needs of Adolescents With Autism Spectrum Disorder in Secondary Education
Veronica P. Fleury,Susan Hedges,Kara Hume,Diane M. Browder,Julie L. Thompson,Kathy Fallin,Farah El Zein,Colleen K. Reutebuch,Sharon Vaughn +8 more
TL;DR: In this article, the authors present an overview of current knowledge around academic instruction for individuals with autism spectrum disorder (ASD), specifically how characteristics associated with ASD can impact academic performance, academic profiles of individuals with ASD across content areas, and interventions that have been successful in improving academic outcomes for this population.
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Teaching Elementary Students with Multiple Disabilities to Participate in Shared Stories
TL;DR: In this article, a method for planning and implementing shared stories for three students with multiple disabilities was evaluated via a multiple probe design across participants and the results indicated that all three students improved literacy skills and added to the literature base that shared stories can promote early literacy.
References
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