NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 6 results Save | Export
Effects of the Good Behavior Game on Students with Severe Disabilities
Peer reviewed Peer reviewed
Direct linkDirect link
Conradi, Lyndsey Aiono; Jameson, J. Matt; Fischer, Aaron J.; Farrell, Michael; Eichelberger, Carrie; Ryan, Joanna; Bowman, Jessica A.; McDonnell, John – Education and Training in Autism and Developmental Disabilities, 2020
Numerous studies have demonstrated the positive effects of the Good Behavior Game (GBG); however, limited information exists on the impact of the GBG on students with severe disabilities. This study investigated the impact of the GBG on students with severe disabilities and their off-task behaviors. Three students in three self-contained…
Descriptors: Severe Disabilities, Time on Task, Student Behavior, Self Contained Classrooms
Effects of TEACCH Structured Teaching on Independent Work Skills among Individuals with Severe Disabilities
Peer reviewed Peer reviewed
Direct linkDirect link
Park, Inhwan; Kim, Yu-Ri – Education and Training in Autism and Developmental Disabilities, 2018
To support employment of individuals with severe disabilities, instructional approaches for improving independent performance are urgently needed. The purpose of this research was to assess the effects of TEACCH structured teaching on the independent work skills of individuals with severe disabilities in a job setting. A multiple probe across…
Descriptors: Severe Disabilities, Teaching Methods, Job Skills, Instructional Effectiveness
Inclusive Social Studies Content Instruction for Students with Significant Intellectual Disability Using Structured Inquiry-Based Instruction
Peer reviewed Peer reviewed
Direct linkDirect link
Ryan, Joanna; Jameson, J. Matt; Coleman, Olivia Fudge; Eichelberger, Carrie; Bowman, Jessica A.; Conradi, Lyndsey Aiono; Johnston, Susan S.; McDonnell, John – Education and Training in Autism and Developmental Disabilities, 2019
A high-quality education in the social studies is recommended by the National Council for the Social Studies to promote civic competence and democratic participation for school system graduates. Currently, limited empirical information exists to inform social studies instruction for students with significant intellectual disability (SID),…
Descriptors: Severe Intellectual Disability, Inquiry, Social Studies, Teaching Methods
Online Module plus eCoaching: The Effects on Special Education Teachers' Comprehension Instruction for Students with Significant Intellectual Disability
Peer reviewed Peer reviewed
Direct linkDirect link
Cheek, Aftynne E.; Jimenez, Bree A.; Rock, Marcia L. – Education and Training in Autism and Developmental Disabilities, 2019
Successful text comprehension is a complex task, requiring a variety of cognitive skills and processes that support students in making inferences, integrating information across sentences in text, monitoring understanding, and gaining knowledge about text structure. For students with significant intellectual disability (SID), text comprehension is…
Descriptors: Students with Disabilities, Teaching Methods, Severe Intellectual Disability, Educational Technology
Seven Reasons to Promote Standards-Based Instruction for Students with Severe Disabilities: A Reply to Ayres, Lowrey, Douglas, & Sievers (2011)
Peer reviewed Peer reviewed
Direct linkDirect link
Courtade, Ginevra; Spooner, Fred; Browder, Diane; Jimenez, Bree – Education and Training in Autism and Developmental Disabilities, 2012
This article was written as a response to Ayres, Lowrey, Douglas, and Sievers (2011) who commented on the degree to which promoting the teaching of functional skills had a higher probability of leading to a more independent life for students with severe disabilities. In doing so, the authors take issue with the use of a standards-based curriculum…
Descriptors: Severe Disabilities, Educational Change, Teaching Skills, Probability
Teaching Number Identification to Students with Severe Disabilities Using Response Cards
Peer reviewed Peer reviewed
Direct linkDirect link
Skibo, Holly; Mims, Pamela; Spooner, Fred – Education and Training in Autism and Developmental Disabilities, 2011
Active student responding (ASR) has been shown to be an effective way to improve the mathematical skills of students. One specific method of ASR is the use of response cards. In this study, a system of least prompts combined with response cards was used to increase mathematical knowledge, and number identification, of three elementary students…
Descriptors: Mathematics Instruction, Teaching Methods, Identification, Mathematics Skills