Using a Simultaneous Prompting Procedure with an iPad to Teach the Pythagorean Theorem to Adolescents with Moderate Intellectual Disability

Autor/inn/en	Creech-Galloway, Carey; Collins, Belva C.; Knight, Victoria; Bausch, Margaret
Titel	Using a Simultaneous Prompting Procedure with an iPad to Teach the Pythagorean Theorem to Adolescents with Moderate Intellectual Disability
Quelle	In: Research and Practice for Persons with Severe Disabilities, 38 (2013) 4, S.222-232 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1540-7969
Schlagwörter	Teaching Methods; Prompting; Educational Technology; Handheld Devices; Technology Uses in Education; Adolescents; Moderate Mental Retardation; Mathematical Concepts; Mathematics Instruction; Problem Solving; Special Education; Skill Development; Core Curriculum; Geometry; Secondary School Students; Maintenance; Generalization + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Benutzerführung; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Mathematics lessons; Mathematikunterricht; Problemlösen; Special needs education; Sonderpädagogik; Sonderschulwesen; Kompetenzentwicklung; Qualifikationsentwicklung; Kerncurriculum; Geometrie; Sekundarschüler
Abstract	Providing standards-based instruction in core content areas for individuals with moderate and severe disabilities is a hot topic in the field of special education, and teachers struggle to find the best methods for providing high-quality standards-based instruction in core content areas that also has personal relevance for the students. This investigation evaluated the effectiveness of a simultaneous prompting procedure to teach four adolescents with moderate intellectual disabilities to use the Pythagorean theorem to solve real-life scenarios (i.e., sewing, using a ladder, finding dimensions of a screen) shown on a short video on an iPad. A multiple probe design across participants evaluated the effectiveness of the procedure. Results indicate the participants acquired the skill of using the Pythagorean theorem and generalized it to additional real-life, novel problems. Social validity, limitations, and implications for practitioners are also discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01