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Showing 1 to 15 of 17 results Save | Export
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Kubra Sayar; Emrah Gulboy; Serife Yucesoy-Ozkan; Muhammet Sait Baran – Behavioral Disorders, 2024
Non-compliance is a challenge for practitioners serving children with and without disabilities. Many interventions have been developed to increase compliance. High-probability request sequences (HPRS), an antecedent-based intervention that is based on behavioral momentum theory, is one way to increase compliant behavior. HPRS includes the…
Descriptors: Compliance (Psychology), Students with Disabilities, Probability, Sequential Approach
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Maki, Kathrin E.; McGill, Ryan J.; Conoyer, Sarah J.; Fefer, Sarah A.; Ward, Thomas – Journal of Psychoeducational Assessment, 2021
Patterns of strengths and weaknesses represent relatively novel methods for identifying specific learning disabilities (SLD) with proponents asserting that the incorporation of multiple sources of assessment data and professional judgment play a key role in their utility. In this study, we examined if the sequential presentation of assessment data…
Descriptors: Sequential Approach, Data, Learning Disabilities, Disability Identification
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Phillips, 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
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Zhang, Shudong; Yu, Shuyuan; Xiao, Jing; Liu, Yunting; Jiang, Ting – International Journal of Science and Mathematics Education, 2022
Fractions are an important mathematical concept for elementary students. However, students with mathematics learning disabilities (MLD) struggle with learning fractions. Research has demonstrated that concrete-representational-abstract (CRA) instruction is an effective practice for students with learning and developmental disabilities. Here we…
Descriptors: Mathematics Instruction, Teaching Methods, Sequential Approach, Fractions
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Bouck, Emily C.; Anderson, Rubia D.; Long, Holly; Sprick, Jessica – TEACHING Exceptional Children, 2022
Manipulative-based instructional sequences--including both concrete and virtual manipulative instructional sequences--are evidence-based or research-based mathematical interventions for students with disabilities. However, as options for manipulative-based instructional sequences increase, educators need support in deciding the best approach. In…
Descriptors: Mathematics Instruction, Manipulative Materials, Teaching Methods, Students with Disabilities
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Flores, Margaret M.; Milton, Jessica H. – Exceptionality, 2020
The development of conceptual multiplication knowledge will assist students in making progress within current mathematics standards. Previous research has shown the concrete-representational-abstract (CRA) sequence to be successful in teaching multiplication with regrouping with an emphasis on conceptual understanding while developing fluency and…
Descriptors: Multiplication, Sequential Approach, Mathematics Instruction, Mathematics
Grindle, Corinna F.; Hastings, Richard P.; Wright, Robert J. – SAGE Publications Ltd (UK), 2020
This practical guide for teaching numeracy to children with a developmental disability is based on core concepts from the landmark Mathematics Recovery® text Teaching Number (aka 'the green book') that have been adapted for children with developmental disabilities. It sets out key principles of teaching and learning underpinning an evidence-based…
Descriptors: Numeracy, Mathematics Instruction, Teaching Methods, Developmental Disabilities
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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
Moore, Alexcia J. – ProQuest LLC, 2020
Algebra is the foundational mathematics course that students take as they begin their high school career and is often difficult for the average learner. In order for students with disabilities and those with mathematics difficulties to meet the high expectations of future mathematical courses, providing quality instruction by implementing…
Descriptors: Mathematics Instruction, Teaching Methods, Students with Disabilities, Algebra
Al Otaiba, Stephanie; Allor, Jill; Baker, Kristi; Conner, Carlin; Stewart, Jennifer; Mellado de la Cruz, Veronica – Grantee Submission, 2019
For the purpose of this article within this special issue on Structured Literacy™, we were asked to address the code-focused skills of phonemic awareness and word reading. Findings from research studies converge to show that explicit and systematic instruction helps most students understand how speech sounds, or phonemes, map to letters and…
Descriptors: Phonemic Awareness, Reading Skills, Word Recognition, Teaching Methods
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Smith, Mildred; Chambers, Stacey; Campbell, Angela; Pierce, Tristan; McCarthy, Tessa; Kostewicz, Douglas E. – Journal of Visual Impairment & Blindness, 2020
Introduction: This article demonstrates the effectiveness of the use of routine-based instruction for teaching sensorimotor-stage object-perception skills to students who have visual impairments (i.e., blindness or low vision) and severe intellectual disabilities. Method: Classroom teachers documented progress toward achievement of object…
Descriptors: Teaching Methods, Instructional Effectiveness, Visual Impairments, Students with Disabilities
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Bouck, Emily C.; Maher, Courtney; Park, Jiyoon; Whorley, Abbie – Education and Training in Autism and Developmental Disabilities, 2020
Fractions are foundational concepts for more advanced mathematics as well as used throughout daily living, for all students, including students with disabilities. This study explored the virtual-abstract (VA) instructional sequence with regard to the acquisition and maintenance of fraction behaviors for three middle school students with mild…
Descriptors: Mathematics Instruction, Fractions, Computer Simulation, Manipulative Materials
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Allison M. Kroesch; Karen H. Douglas; Sara Jozwik; Nicole M. Uphold; Yun-Ching Chung – Journal of Developmental and Physical Disabilities, 2020
Instructional technology plays a role in supporting access to and meaningful participation in general education curriculum for students with developmental disabilities in inclusive classrooms. In this study, two 18-year-old students with developmental disabilities received technology-supported instruction to assist with learning the content in…
Descriptors: History Instruction, United States History, United States Government (Course), Students with Disabilities
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Bouck, Emily C.; Park, Jiyoon; Shurr, Jordan – International Journal of Developmental Disabilities, 2021
Mathematics instruction -- and interventions to support mathematics teaching -- for students with intellectual disability is important yet underexamined. This study explored a graduated instructional sequence referred to as the virtual-representational (VR) as a mathematical intervention. Researchers taught four students with disabilities what…
Descriptors: Mathematics Instruction, Students with Disabilities, Intellectual Disability, Teaching Methods
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Hamilton, Harley – Sign Language Studies, 2017
This article investigates the sequential recall of manual alphabet letters by signing deaf adolescents under two presentation conditions: fingerspelling and the listing and ordering technique (LOT) of American Sign Language. Fingerspelling presents each letter in a manner similar to the spelling of spoken words: A letter is produced and then is no…
Descriptors: Sequential Approach, Recall (Psychology), American Sign Language, Alphabets
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