The Use of Response Prompting and Frames for Teaching Sentence Writing to Students with Moderate Intellectual Disability

Autor/inn/en	Pennington, Robert; Flick, Allison; Smith-Wehr, Kendra
Titel	The Use of Response Prompting and Frames for Teaching Sentence Writing to Students with Moderate Intellectual Disability
Quelle	In: Focus on Autism and Other Developmental Disabilities, 33 (2018) 3, S.142-149 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1088-3576
DOI	10.1177/1088357616673568
Schlagwörter	Prompting; Teaching Methods; Moderate Intellectual Disability; Time; Intervention; Program Effectiveness; Sentences; Computer Software; Technology Uses in Education; Handwriting; Responses; Written Language; Special Education; Autism; Pervasive Developmental Disorders; Language Tests; Writing Strategies; Writing Instruction; Generalization; Maintenance; Elementary School Students; Preschool Language Scale; Clinical Evaluation of Language Fundamentals + Suchen Sie Ihr Suchwort? Benutzerführung; Teaching method; Lehrmethode; Unterrichtsmethode; Zeit; Sentence analysis; Satzanalyse; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Handschrift; Geschriebene Sprache; Special needs education; Sonderpädagogik; Sonderschulwesen; Autismus; Language test; Sprachtest; Schreibtechnik; Schreibunterricht
Abstract	In the current study, we examined the effects of response prompting strategies (i.e., constant time delay, system of least prompts) and frames on sentence writing for three participants, ages 7 to 12, with moderate intellectual disability. We used a concurrent multiple probe across behaviors design to evaluate the efficacy of the intervention package and posttest probes to assess generalized responding to untrained stimulation. During intervention, the teacher taught two students to construct sentences using selection-based software and another to generate handwritten responses across three different writing frames (i.e., I want _________, I see _____, The _____ is ______). Our findings suggest that the package was effective and produced variable levels of maintenance and generalized responding for all three participants. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01