An Investigation of Instructional Scheduling Arrangements for Community-Based Instruction

Autor/inn/en	Cihak, Dihak F.; Alberto, Paul A.; Kessler, Kelby B.; Taber, Teresa A.
Titel	An Investigation of Instructional Scheduling Arrangements for Community-Based Instruction
Quelle	In: Research in Developmental Disabilities: A Multidisciplinary Journal, 25 (2004) 1, S.67-88 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0891-4222
DOI	10.1016/j.ridd.2003.04.006
Schlagwörter	Community Based Instruction (Disabilities); Scheduling; Job Skills; Secondary School Students; Developmental Disabilities; Simulation; Generalization + Suchen Sie Ihr Suchwort? Disposition; Produktive Fertigkeit; Sekundarschüler; Entwicklungsstörung; Simulation program; Simulationsprogramm
Abstract	The instructional scheduling arrangements of simulated and community-based instruction across an equivalent set of functional and vocational skills were examined. Five secondary age students with moderate intellectual disabilities participated in four instructional scheduling arrangements measuring skill acquisition, generalization, and maintenance of functional tasks. The four instructional scheduling arrangements examined were simulated-only instruction (SOI), community-based instruction only (CBI), combination of SOI and CBI on consecutive school days (CCD), and combination of SOI and CBI on the same school day (CSD). The CSD schedule was significantly more effective for student acquisition performance than SOI, CBI, and CCD schedules. Although the CBI schedule resulted in the fewest number of instructional sessions for students to acquire the targeted skill, fewer sessions for skill generalization were required for students during the combined simulation and community instruction CSD schedule. Overall, both combined instructional scheduling arrangements (e.g., CCD, CSD) produced more efficient outcomes for generalization than SOI and CBI scheduling arrangements. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10