Using Systematic Instruction and Graphic Organizers to Teach Science Concepts to Students with Autism Spectrum Disorders and Intellectual Disability

Autor/inn/en	Knight, Victoria F.; Spooner, Fred; Browder, Diane M.; Smith, Bethany R.; Wood, Charles L.
Titel	Using Systematic Instruction and Graphic Organizers to Teach Science Concepts to Students with Autism Spectrum Disorders and Intellectual Disability
Quelle	In: Focus on Autism and Other Developmental Disabilities, 28 (2013) 2, S.115-126 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1088-3576
DOI	10.1177/1088357612475301
Schlagwörter	Autism; Scientific Concepts; Mental Retardation; Task Analysis; Scientific Literacy; Vocabulary Development; Visual Aids; Science Instruction; Pervasive Developmental Disorders; Middle School Students + Suchen Sie Ihr Suchwort? Autismus; Geistige Behinderung; Aufgabenanalyse; Wortschatzarbeit; Anschauungsmaterial; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin
Abstract	Literacy in science is important for all students and is one component of access and progress in the general education curriculum. One barrier to science literacy for students with autism spectrum disorders (ASD) is the extensive amount of vocabulary involved in comprehending science content. Based on the inherent link between vocabulary knowledge and comprehension, graphic organizers (GOs) paired with explicit instruction can improve vocabulary as well as comprehension for students with disabilities. Using a multiple probe design, three students with ASD and intellectual disability were taught various scientific concepts related to convection (e.g., precipitation, condensation) via systematic instruction that included constant time delay and multiple exemplars of a teacher-directed GO. A functional relation was demonstrated between the GO with systematic instruction and students' number of correct steps completed on the task analysis. Future research and implications for practice are discussed. (Contains 2 tables and 3 figures.) (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	2017/4/10