Scripted and Unscripted Science Lessons for Children with Autism and Intellectual Disability

Autor/inn/en	Knight, Victoria F.; Collins, Belva; Spriggs, Amy D.; Sartini, Emily; MacDonald, Margaret Janey
Titel	Scripted and Unscripted Science Lessons for Children with Autism and Intellectual Disability
Quelle	In: Journal of Autism and Developmental Disorders, 48 (2018) 7, S.2542-2557 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3257
DOI	10.1007/s10803-018-3514-0
Schlagwörter	Science Instruction; Autism; Pervasive Developmental Disorders; Intellectual Disability; Efficiency; Lesson Plans; Instructional Effectiveness; Science Tests; Task Analysis; Scripts; Comparative Analysis; Teacher Attitudes; Preferences; Course Content + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Autismus; Intellect; Disability; Disabilities; Verstand; Behinderung; Effectiveness; Effektivität; Wirkungsgrad; Lesson planning; Unterrichtsplanung; Unterrichtserfolg; Aufgabenanalyse; Skript; Lehrerverhalten; Kursprogramm
Abstract	Both scripted lessons and unscripted task analyzed lessons have been used effectively to teach science content to students with intellectual disability and autism spectrum disorder. This study evaluated the efficacy, efficiency, and teacher preference of scripted and unscripted task analyzed lesson plans from an elementary science curriculum designed for students with intellectual disability and autism spectrum disorder by evaluating both lesson formats for (a) student outcomes on a science comprehension assessment, (b) sessions to criterion, and (c) average duration of lessons. Findings propose both lesson types were equally effective, but unscripted task analyzed versions may be more efficient and were preferred by teachers to scripted lessons. Implications, limitations, and suggestions for future research are also discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01