Literacy-Based Behavioural Interventions Delivered by Peers: A Teaching Strategy for Students with Severe Disabilities

Autor/inn/en	Brady, Michael P.; Hall, Kalynn; Bielskus-Barone, Kristina
Titel	Literacy-Based Behavioural Interventions Delivered by Peers: A Teaching Strategy for Students with Severe Disabilities
Quelle	In: Educational Psychology in Practice, 32 (2016) 4, S.424-434 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0266-7363
DOI	10.1080/02667363.2016.1206848
Schlagwörter	Severe Disabilities; Teaching Methods; Peer Teaching; Daily Living Skills; Skill Development; Program Effectiveness; Program Evaluation; Childrens Literature; Elementary School Students; Observation; Scoring; Photography; Task Analysis; Story Reading; Intervention + Suchen Sie Ihr Suchwort? Severe disability; Schwerbehinderung; Teaching method; Lehrmethode; Unterrichtsmethode; Peer group teaching; Peer Group Teaching; Alltagsfertigkeit; Kompetenzentwicklung; Qualifikationsentwicklung; Programme evaluation; Programmevaluation; 'Children''s literature'; Kinderliteratur; Beobachtung; Bewertung; Fotografie; Aufgabenanalyse
Abstract	Many children with severe disabilities do not perform basic daily living skills needed for typical school and home environments. Previous research on literacy-based behavioural interventions (LBBIs) has shown promise for promoting skill acquisition and maintenance in some learners; however, only one study has examined the effectiveness of this intervention when delivered by peers. In this study, peer classmates were taught to deliver an LBBI story that highlighted hand-washing skills in three students with severe disabilities. Results showed that the accuracy of students' new skills increased dramatically after their peers delivered the stories with pictures and printed words, and these skills maintained after the LBBI stories were removed. Further, each of the students demonstrated accurate hand-washing in novel environments using different sinks. This study builds on previous LBBI studies by incorporating peers into the story delivery, and using the intervention to teach new self-care skills. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01