Effects of Teaching Self-Determination Skills Using the Common Core State Standards

Autor/inn/en	Bartholomew, Audrey; Test, David W.; Cooke, Nancy L.; Cease-Cook, Jennifer
Titel	Effects of Teaching Self-Determination Skills Using the Common Core State Standards
Quelle	In: Education and Training in Autism and Developmental Disabilities, 50 (2015) 4, S.433-445 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2154-1647
Schlagwörter	High School Students; Developmental Disabilities; Intellectual Disciplines; Autism; Intelligence Quotient; Urban Schools; Self Determination; Skill Development; Common Core State Standards; Teaching Methods; Public Speaking; Goal Orientation; Outcomes of Education; Planning; Intelligence Tests; Children; Leiter International Performance Scale; Wechsler Intelligence Scale for Children; Woodcock Johnson Tests of Cognitive Ability + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Entwicklungsstörung; Geisteswissenschaften; Autismus; Intelligenzquotient; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Selbstbestimmung; Kompetenzentwicklung; Qualifikationsentwicklung; Common core curriculum; Curriculum; Kerncurriculum; Teaching method; Lehrmethode; Unterrichtsmethode; Vortrag; Zielorientierung; Zielvorstellung; Lernleistung; Schulerfolg; Ablaufplanung; Planungsprozess; Intelligence test; Intelligenztest; Child; Kind; Kinder
Abstract	Research has indicated students can learn both transition planning and a wide variety of academic skills; however, due to recent legislation and the widely adopted Common Core State Standards, transition planning skills are sometimes being de-emphasized in favor of academic instruction. This study used a multiple probe across participants design to examine the effects of teaching both post-school options instruction and presentation skills instruction in the same lessons on students' ability to deliver presentations on their post-school goals. Data indicate students were able to improve their ability to deliver presentations on their post-school goals; however, only one participant improved his ability to apply knowledge of post-school options. Maintenance data indicate all three students were able to maintain their ability to deliver their post-school goal presentation, while generalization data indicate two of the three students were able to deliver their presentation in an informal transition planning meeting. (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	2020/1/01