Suchergebnisse

This study evaluated the effects of a peer-delivered least prompts intervention and adapted read-alouds of a grade-level novel on correct listening comprehension responses for participants with moderate intellectual disability. Before the study began, participants were taught concepts for wh- words (i.e., who, what, why, when, and where), to request help, and to self-monitor correct responses in the special education classroom. Then, fifth-grade peer tutors without disabilities (peer tutors) provided opportunities for participants to apply these skills during literacy class using a system of least prompts intervention and read-alouds of an adapted novel being read by students without disabilities in the class. The least prompts intervention included wh- word rules and opportunities to hear text again. After the intervention, all participants increased the number of unmodeled prompted correct responses and one participant learned to make independent unprompted correct responses after the text was read initially. In addition, two participants learned to respond correctly when questions were asked by the general education teacher during literacy class.

This study reviewed published literature to determine the level of evidence for using shared story reading to promote literacy. Shared story reading was defined as a practice used to access age-appropriate literature through reader–listener interaction in which a story is read aloud and student interaction with the reader and the story is supported. Literacy was defined as skills that increased access to age appropriate literature (e.g., listening comprehension) and reading independence (e.g., vocabulary, comprehension), including emergent literary skills. Using a quality indicator checklist to determine research quality and standards to establish level of evidence, results indicated a moderate level of evidence for using shared story reading to promote the literacy of students with extensive support needs. The importance of identifying evidence-based practices, implications for practice, and suggestions for future research are discussed.

A review of the literature on academic learning in general education settings for students with moderate and severe intellectual disability was conducted. A total of 17 experimental studies was identified and evaluated using quality indicators for single-case design research. Studies that met or met with reservation the criteria established for quality research were used to determine the evidence base of the instructional strategies described in the literature. The review found embedded instruction trials using constant time delay to be an evidence-based practice for teaching academic content to students with moderate and severe intellectual disability in general education. In addition, strategies that were not yet evidence-based but showed promise in the literature for teaching academic content to students with moderate and severe intellectual disability in general education were described. Last, implications for practice and directions for future research were discussed.

In 2008, Browder and colleagues published a meta-analysis on mathematics instruction for learners with significant cognitive disabilities and found that most skills taught to these students were only from two of the five strands recommended by the National Council for Teachers of Mathematics (i.e., Number and Operations, and Measurement). A review of the literature since Browder et al. yielded an additional 29 studies. When results from both reviews were compared, a greater percentage of studies taught skills from three strands (i.e., Number and Operations, Geometry, and Algebra), whereas the percentage teaching skills from the Measurement strand decreased and the percentage teaching skills from the Data Analysis and Probability strand was unchanged. In addition, a systematic evaluation of the studies' instructional components found evidence to support the use of systematic instruction, in vivo instruction, system of least prompts strategy, constant time delay strategy, and task-analytic instruction as evidence-based practices for teaching mathematics to learners with significant cognitive disabilities. Implications for practice include the use of systematic instruction and in vivo procedures, the need for practitioners to have a deep understanding of mathematics, and the importance of relevancy when teaching a variety of mathematics skills.