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Direct linkHua, 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
Woods-Groves, Suzanne; Hua, Youjia; Therrien, William J.; Kaldenberg, Erica R.; Lucas, Kristin G.; Hendrickson, Jo M.; McAninch, Melissa J. – Education and Training in Autism and Developmental Disabilities, 2014
This investigation explored the use of strategic instruction to improve the essay-test taking skills of young adults who were enrolled in a campus-based, post-secondary education program for individuals with developmental disabilities. A random assignment to treatment or control groups and a pre- and posttest design was used. The participants…
Descriptors: Writing Strategies, Writing Instruction, Essays, Test Wiseness
Finnegan, Elizabeth Grace – Education and Training in Autism and Developmental Disabilities, 2012
The effects of two systematic methods of phonics instruction for children with significant cognitive disability were compared. Fifty-two participants, aged 5-12 years were randomly assigned to one of three treatment groups: (i) a synthetic phonics instruction, (ii) an analogy phonics instruction group, and (iii) a control group. Participants in…
Descriptors: Reading Instruction, Control Groups, Phonics, Individual Instruction
Hua, Youjia; Morgan, Benjamin S. T.; Kaldenberg, Erica R.; Goo, Minkowan – Education and Training in Autism and Developmental Disabilities, 2012
This study assessed the effectiveness of a three-step cognitive strategy (TIP) for calculating tip and total bill for young adults with intellectual disability. In the context of pre- and post-test nonequivalent-groups design, 10 students from a postsecondary education program for individuals with disabilities participated in the study. A teacher…
Descriptors: Learning Strategies, Experimental Groups, Mental Retardation, Young Adults
