Increasing Comprehension of Students with Significant Intellectual Disabilities and Visual Impairments during Shared Stories

Autor/inn/en	Mims, Pamela J.; Browder, Diane M.; Baker, Joshua N.; Lee, Angel; Spooner, Fred
Titel	Increasing Comprehension of Students with Significant Intellectual Disabilities and Visual Impairments during Shared Stories
Quelle	In: Education and Training in Developmental Disabilities, 44 (2009) 3, S.409-420 (12 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1547-0350
Schlagwörter	Listening Comprehension; Visual Impairments; Mental Retardation; Generalization; Elementary School Students; Multiple Disabilities; Childrens Literature; Reading Aloud to Others; Intervention; Emergent Literacy + Suchen Sie Ihr Suchwort? Hörverständnis; Visual handicap; Sehbehinderung; Geistige Behinderung; Multiple disability; Mehrfachbehinderung; 'Children''s literature'; Kinderliteratur; Frühleseunterricht
Abstract	Shared stories have been shown to help increase emerging literacy skills in students with significant intellectual disabilities. One important literacy skill is the development of listening comprehension. In this study, least-to-most prompt system was used to promote listening comprehension during shared stories for two students with significant intellectual disabilities and visual impairments. The procedure was evaluated via a multiple probe design across materials (i.e., books). Outcomes indicate that both students improved on the correct number of comprehension questions answered during all three books. In addition, Student 1 was able to generalize responses across people and settings as well as maintain results. Future research and implications for practical team implementation of the least-to-most prompt system to teach listening comprehension are discussed. (Contains 3 tables and 2 figures.) (As Provided).
Anmerkungen	Division on 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://www.dddcec.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10