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Direct linkChapman, Suzannah M.; Ault, Melinda Jones; Spriggs, Amy D.; Bottge, Brian A.; Shepley, Sally B. – Education and Training in Autism and Developmental Disabilities, 2019
A multiple probe across participants design was used to examine the effectiveness of a treatment package to teach students with moderate intellectual disability how to solve simple linear equations. The investigator read realistic scenarios of a problem, used actual items as manipulatives, presented a visual aid of the equation, and used a system…
Descriptors: Mathematics Instruction, Students with Disabilities, Moderate Intellectual Disability, Instructional Effectiveness
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
Douglas, Karen H.; Ayres, Kevin M.; Langone, John – Education and Training in Autism and Developmental Disabilities, 2015
Four students with moderate intellectual disabilities used electronic lists delivered on an iPhone to assist them in skills related to community-based grocery shopping. An alternating treatments design was used to assist in comparing the effectiveness and efficiency of three different types of lists (Text Only, Audio + Text, and Picture + Text).…
Descriptors: High School Students, Moderate Intellectual Disability, Self Management, Handheld Devices
