Using Direct Instruction: Teaching Preposition Use to Students with Intellectual Disability

Autor/inn/en	Hicks, S. Christy; Rivera, Christopher J.; Wood, Charles L.
Titel	Using Direct Instruction: Teaching Preposition Use to Students with Intellectual Disability
Quelle	In: Language, Speech, and Hearing Services in Schools, 46 (2015) 3, S.194-206 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-1461
Schlagwörter	Direct Instruction; Form Classes (Languages); Students with Disabilities; Intellectual Disability; Language Impairments; Instructional Effectiveness; Elementary School Students; Language Acquisition; Language Skills + Suchen Sie Ihr Suchwort? Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Analytischer Sprachbau; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Intellect; Verstand; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Unterrichtserfolg; Sprachaneignung; Spracherwerb; Language skill; Sprachkompetenz
Abstract	Purpose: Students with intellectual disability often struggle with significant language delays or impairments and can require explicit instruction in language skills. The purpose of this study was to investigate the effects of direct instruction on the use of and response to prepositions by 3 elementary school students with intellectual disability. Method: A multiple-baseline design across prepositions was used in this study with replication across students. Results: Results of this study found that students were able to use and respond to prepositions consistently after receiving direct instruction on each of the 3 target prepositions. Furthermore, all 3 students demonstrated maintenance and generalization of the prepositions. Conclusion: These results have implications for practice that could influence preposition acquisition for students with intellectual disability, providing educators with a simple, efficient instructional approach. (As Provided).
Anmerkungen	American Speech-Language-Hearing Association. 2200 Research Blvd #250, Rockville, MD 20850. Tel: 301-296-5700; Fax: 301-296-8580; e-mail: lshss@asha.org; Web site: http://lshss.pubs.asha.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01