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Atbasi, Zehra; Pürsün, Tugba – World Journal of Education, 2020
The aim of this research was to study the effectiveness of teaching with the simultaneous prompting in teaching students with intellectual disabilities attending the vocational education center and their ability to fold towels. Multiple baseline models with inter-subject probe stage, which is one of the single-subject research methods, has been…
Descriptors: Instructional Effectiveness, Prompting, Students with Disabilities, Vocational Education
Knight, Victoria F.; Creech-Galloway, Carey E.; Karl, Jennifer M.; Collins, Belva C. – Focus on Autism and Other Developmental Disabilities, 2018
Preliminary research shows promise for the use of supported electronic text (eText) combined with explicit instruction in facilitating comprehension for students with intellectual disability. Researchers used a multiple probe across participants design to evaluate effects of supported eText including explicit instruction on measures of vocabulary,…
Descriptors: Educational Technology, Technology Uses in Education, Moderate Intellectual Disability, High School Students
Root, Jenny; Saunders, Alicia; Spooner, Fred; Brosh, Chelsi – Career Development and Transition for Exceptional Individuals, 2017
The ability to solve mathematical problems related to purchasing and personal finance is important in promoting skill generalization and increasing independence for individuals with moderate intellectual disabilities (IDs). Using a multiple probe across participant design, this study investigated the effects of modified schema-based instruction…
Descriptors: Middle School Students, Moderate Intellectual Disability, Mathematics Instruction, Problem Solving
Heinrich, Sara; Collins, Belva C.; Knight, Victoria; Spriggs, Amy D. – Education and Training in Autism and Developmental Disabilities, 2016
Effects of an embedded simultaneous prompting procedure to teach STEM (science, technology, engineering, math) content to three secondary students with moderate intellectual disabilities in an inclusive general education classroom were evaluated in the current study. Students learned discrete (i.e., geometric figures, science vocabulary, or use of…
Descriptors: STEM Education, Prompting, High School Students, Inclusion
Ley Davis, Luann – ProQuest LLC, 2016
The No Child Left Behind Act (NCLB, 2006) set a precedent that established even higher expectations for all students, including those with disabilities. More recently, the National Governors Association Center for Best Practices and the Council of Chief State School Officers developed a common set of state standards for proficiency in English…
Descriptors: Moderate Intellectual Disability, Severe Intellectual Disability, Mathematics Instruction, Problem Solving
Wood, Leah; Browder, Diane M.; Flynn, Lindsay – Research and Practice for Persons with Severe Disabilities, 2015
Using a modified system of least prompts, two classroom teachers taught three participants with moderate intellectual disability to generate questions about United States history. After reading brief portions of the text aloud to the participants, the teachers taught participants to identify if the answer to the question was in the book or not in…
Descriptors: Social Studies, Teaching Methods, Inclusion, Moderate Intellectual Disability