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Direct linkPhillips, Cara L.; Vollmer, Timothy R.; Porter, Allen – Journal of Applied Behavior Analysis, 2019
The benefit of permanent prompts depends on the extent to which their use is generalized. Previous research has demonstrated both control by and efficacy of pictorial prompts (e.g., Phillips & Vollmer, 2012). The present studies similarly evaluated stimulus control by textual prompts. Six school aged children with intellectual disabilities…
Descriptors: Children, Students with Disabilities, Intellectual Disability, Cues
Greene, Anna; Bethune, Keri S. – Journal of Behavioral Education, 2021
Science content remains a commonly overlooked academic content area for students with severe disabilities, including ASD and ID, despite recent research. The purpose of this study was to evaluate the effects of systematic instruction, such as prompting and fading techniques, implemented during whole-group science instruction for students with both…
Descriptors: Teaching Methods, Sequential Approach, Group Instruction, Instructional Effectiveness
Park, Jiyoon – ProQuest LLC, 2019
Despite the growing attention being paid to teaching mathematics for students with disabilities, the existing research tends to focus on mathematical skill acquisition, but not on skill maintenance. Maintenance of mathematical skills is especially important as mathematics has applications in daily life and is directly related to important life…
Descriptors: Mathematics Education, Students with Disabilities, Mathematics Instruction, Mathematics Skills
