Effects of Post-School Options Instruction on Knowledge of Options and Ability to Orally Present Post-School Goals for High School Students with Developmental Disabilities

Autor/in	Bartholomew, Audrey
Titel	Effects of Post-School Options Instruction on Knowledge of Options and Ability to Orally Present Post-School Goals for High School Students with Developmental Disabilities
Quelle	(2012), (178 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, The University of North Carolina at Charlotte
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-2675-3206-0
Schlagwörter	Hochschulschrift; Dissertation; High School Students; Developmental Disabilities; Learning Disabilities; Self Disclosure (Individuals); Skill Development; Video Technology; Modeling (Psychology); Individualized Transition Plans; Special Education Teachers; Outcomes of Treatment; Teaching Methods + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Entwicklungsstörung; Learning handicap; Lernbehinderung; Kompetenzentwicklung; Qualifikationsentwicklung; Modeling; Modelling; Modellierung; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	The study examined the effects of teaching presentation skills and post-school options to three high school students with developmental disabilities. While previous research has indicated students with learning disabilities can learn both academic and life skills within the same activity (Collins, Hager, & Galloway, 2011; Falkenstine, Collins, Schuster, & Kleinert, 2009; Konrad & Test, 2007), research has not been conducted on presentation skills specifically. Participants were provided with presentation skills instruction via video modeling and post-school options instruction via computer-assisted instruction. Using a single-subject multiple probe across students, results indicated a functional relation between video modeling and presentation skills; however, only one participant increased their knowledge of post-school options. All three participants maintained their presentation skills and were able to improve their ability to present their goals at an informal transition planning meeting. Because none of the participants met criteria for knowledge of post-school options, it is unclear if students were making informed choices when selecting his or her goals. Social validity data indicated participant and teacher satisfaction with the treatment and outcomes. Special education teachers unfamiliar with the participants tended to rate students who spoke more, despite the quality of their contribution, as participating better in informal transition planning meetings. Finally, implications for future research and practice are provided. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10