Achieving Learning Outcomes of Acquisition, Fluency, and Application for Adolescents with Difficulty Constructing Simple Sentences

Autor/in	Datchuk, Shawn M.
Titel	Achieving Learning Outcomes of Acquisition, Fluency, and Application for Adolescents with Difficulty Constructing Simple Sentences
Quelle	(2011), (298 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, The Pennsylvania State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-2672-1698-4
Schlagwörter	Hochschulschrift; Dissertation; Adolescents; Research Design; Sentences; Grade 8; Grade 9; Grade 10; Language Skills; Language Impairments; Speech Language Pathology; Paragraph Composition; Instructional Effectiveness; Learning Problems; Outcomes of Education; Special Needs Students; Special Education + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Forschungsdesign; Sentence analysis; Satzanalyse; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09; Language skill; Sprachkompetenz; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Unterrichtserfolg; Lernproblem; Lernleistung; Schulerfolg; Sonderpädagogischer Förderbedarf; Special needs education; Sonderpädagogik; Sonderschulwesen
Abstract	The present study used a multiple-baseline, single-case experimental design to investigate effects of three sequential experimental conditions on frequency of correct word sequences (CWS) and construction of simple sentences per 1-minute. Sentence Instruction, Frequency Building to a Performance Criteria (FBPC), and Paragraph Instruction comprised the three experimental conditions. Both Instruction conditions ended upon achieving an accuracy criterion of 90%. The FBPC phase lasted at least 5 sessions and ended when participants achieved a fluency criteria of at least 30 CWS with 0 to 3 incorrect word sequences per 1-minute. Participants completed a descriptive paragraph at the end of each experimental condition to measure application of effects to more complicated, compound tasks. Participants included four adolescents with difficulty constructing simple sentences, three females and one male enrolled in grades 8-10. All participants improved on frequency of sentences per 1-minute. Three of four participants improved CWS per 1-minute. Following instruction and FBPC phases, all participants maintained performance across time and applied higher amounts of CWS and complete simple sentences to descriptive paragraphs. Results extend prior behavioral fluency literature, suggesting acquired, fluent behavior applies to more complicated, compound tasks. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10