Teaching Academic Skills to Students with Significant Intellectual Disabilities: A Systematic Review of the Single-Case Design Literature

Autor/inn/en	Cannella-Malone, Helen I.; Dueker, Scott A.; Barczak, Mary A.; Brock, Matthew E.
Titel	Teaching Academic Skills to Students with Significant Intellectual Disabilities: A Systematic Review of the Single-Case Design Literature
Quelle	In: Journal of Intellectual Disabilities, 25 (2021) 3, S.387-404 (18 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cannella-Malone, Helen I.) ORCID (Dueker, Scott A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1744-6295
DOI	10.1177/1744629519895387
Schlagwörter	Students with Disabilities; Severe Intellectual Disability; Moderate Intellectual Disability; Developmental Disabilities; Student Characteristics; Children; Adolescents; Educational Research; Research Design; Evidence Based Practice; Academic Education; Postsecondary Education; Elementary Secondary Education; Instructional Effectiveness; Modeling (Psychology); Prompting; Reinforcement; Time Factors (Learning); Visual Aids; Skill Development + Suchen Sie Ihr Suchwort? Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Entwicklungsstörung; Child; Kind; Kinder; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Bildungsforschung; Pädagogische Forschung; Forschungsdesign; Akademische Bildung; Post-secondary education; Tertiäre Bildung; Unterrichtserfolg; Modeling; Modelling; Modellierung; Benutzerführung; Positive Verstärkung; Anschauungsmaterial; Kompetenzentwicklung; Qualifikationsentwicklung
Abstract	Students with significant intellectual and developmental disabilities deserve access to instruction on academic skills in addition to functional skills. Many teachers, however, report challenges with identifying appropriate evidence-based practices to teach academics to these students. The purpose of this systematic review was to summarize and analyze literature on academic instruction for students with significant disabilities. Two hundred twenty-two articles with 225 experiments utilizing a single-case design and published between 1976 and 2018 were included in the review. Visual analysis indicated that, in most cases, interventions enabled students to make progress on targeted academic skills. The majority of studies focused on basic reading skills and included participants with moderate disabilities. Most studies used a combination of three or four evidence-based practices, with modeling, prompting, visual supports, time delay, and reinforcement being the most frequently used combination across studies. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01