Loading...
Please wait, while we are loading the content...
Similar Documents
Teaching Core Content Embedded in a Functional Activity to Students with Moderate Intellectual Disability Using a Simultaneous Prompting Procedure
| Content Provider | Semantic Scholar |
|---|---|
| Author | Karl, Jennifer Collins, Belva C. Hager, Karen D. Ault, Melinda Jones |
| Copyright Year | 2013 |
| 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. |
| Starting Page | 363 |
| Ending Page | 378 |
| Page Count | 16 |
| File Format | PDF HTM / HTML |
| Volume Number | 48 |
| Alternate Webpage(s) | http://daddcec.org/Portals/0/CEC/Autism_Disabilities/Research/Publications/Education_Training_Development_Disabilities/Full_Journals/ETADD_48(3)_363-378.pdf |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
