Effects of Distributing Trials in Shared Stories on Listening Comprehension and Skill Acquisition for Students with Significant Cognitive Disability

Autor/inn/en	Nasir-Tucktuck, Mona; Baker, Joshua N.; More, Cori; Spies, Tracy
Titel	Effects of Distributing Trials in Shared Stories on Listening Comprehension and Skill Acquisition for Students with Significant Cognitive Disability
Quelle	In: Education and Training in Autism and Developmental Disabilities, 58 (2023) 2, S.209-221 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2154-1647
Schlagwörter	Listening Comprehension; Listening Skills; Students with Disabilities; Intellectual Disability; Skill Development; Intervention; Repetition; Teaching Methods; Reading Strategies; Prompting; Behavior Modification; Student Behavior; Grade 1; Kindergarten; Grade 2; Elementary School Students + Suchen Sie Ihr Suchwort? Hörverständnis; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Intellect; Verstand; Kompetenzentwicklung; Qualifikationsentwicklung; Wiederholung; Teaching method; Lehrmethode; Unterrichtsmethode; Reading strategy; Leselernstufe; Lesetechnik; Benutzerführung; Behaviour modification; Verhaltensänderung; Student behaviour; Schülerverhalten; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02
Abstract	A single subject multiple probe design across participants was used to examine the effects of distributing trials in shared stories on listening comprehension and skill acquisition with students with significant cognitive disability (SCD). The results suggest a functional relationship between the independent and each of the dependent variables. In addition, the results of the study discuss the effects of the independent variable on pivotal skill acquisition and listening comprehension, as well as assessed the effects of this intervention on the ability of the students to generalize the dependent variables over time and across settings. The social validity of this intervention was also assessed through a survey sent out to the teachers, parents, and students. Findings from the study provided further support to the existing literature and provided another instructional strategy for teachers to use when working with students with SCD. (As Provided).
Anmerkungen	Division on Autism and 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.daddcec.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01