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Comparison of Prompting Procedures to Teach Work Tasks to Transition-Aged Students with Disabilities
Peer reviewed
Direct linkRiesen, Tim; Jameson, J. Matt – Education and Training in Autism and Developmental Disabilities, 2018
A single subject alternating treatment design was used to compare most-to-least and least-to-most prompts to teach work tasks in community businesses. Four students with moderate to severe disabilities, two paraprofessionals, and one transition teacher participated in the study. Results of the study suggest that both prompting strategies were…
Descriptors: Comparative Analysis, Severe Disabilities, Disabilities, Paraprofessional Personnel
Hua, Youjia; Woods-Groves, Suzanne; Kaldenberg, Erica R.; Lucas, Kristin G.; Therrien, William J. – Education and Training in Autism and Developmental Disabilities, 2015
The purpose of the study was to investigate the effectiveness of teaching a three-step cognitive strategy (TIP) using the schema broadening procedures on functional mathematical problem solving skills of young adults with intellectual disability (ID). We randomly assigned 14 learners with ID to the control and experimental group before the…
Descriptors: Instructional Effectiveness, Mathematics Instruction, Problem Solving, Mental Retardation
Mancil, G. Richmond; Lorah, Elizabeth R.; Whitby, Peggy Schaefer – Education and Training in Autism and Developmental Disabilities, 2016
The purpose of the study was to evaluate the use of the iPod Touch™ as a Speech Generated Device (SGD) for Functional Communication Training (FCT). The evaluation of the effects on problem behavior, the effects on generalization and maintenance of the acquired communication repertoire, and the social initiations of peers between the new SGD (iPod…
Descriptors: Handheld Devices, Information Technology, Validity, Generalization
