Teaching Core Content Embedded in a Functional Activity to Students with Moderate Intellectual Disability Using a Simultaneous Prompting Procedure

Autor/inn/en	Karl, Jennifer; Collins, Belva C.; Hager, Karen D.; Ault, Melinda Jones
Titel	Teaching Core Content Embedded in a Functional Activity to Students with Moderate Intellectual Disability Using a Simultaneous Prompting Procedure
Quelle	In: Education and Training in Autism and Developmental Disabilities, 48 (2013) 3, S.363-378 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2154-1647
Schlagwörter	Moderate Mental Retardation; Daily Living Skills; Prompting; Core Curriculum; Teaching Methods; Secondary School Students; Cooking Instruction; Reading Instruction; Science Instruction; Mathematics Instruction; Federal Legislation; Educational Legislation; Reading Skills; Science Process Skills; Mathematics Skills; Instructional Effectiveness; Kentucky; Wechsler Intelligence Scale for Children + Suchen Sie Ihr Suchwort? Alltagsfertigkeit; Benutzerführung; Kerncurriculum; Teaching method; Lehrmethode; Unterrichtsmethode; Sekundarschüler; Leseunterricht; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Mathematics lessons; Mathematikunterricht; Bundesrecht; Bildungsrecht; Schulgesetz; Reading skill; Lesefertigkeit; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Unterrichtserfolg
Abstract	The purpose of this study was to investigate the effects of a simultaneous prompting procedure in teaching four secondary students with moderate intellectual disability to acquire and generalize core content embedded in a functional activity. Data gathered within the context of a multiple probe design revealed that all participants learned the following core content during a cooking activity: (a) reading--reading and defining age appropriate content, (b) math--computing percentages in an applied problem, and (c) science--applications of force. Practical implications are discussed for teaching academic core content within meaningful and functional activities for students with moderate intellectual disability. (As Provided).
Anmerkungen	Division on Autism and Developmental Disabilities, Council for Exceptional Children. DDD, P.O. Box 3512, Fayetteville, AR 72702. Tel: 479-575-3326; Fax: 479-575-6676; Web site: http://daddcec.org/Publications/ETADDJournal.aspx
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10