Effects of Simulation to Teach Students with Disabilities Basic Finance Skills

Autor/inn/en	Rowe, Dawn A.; Test, David W.
Titel	Effects of Simulation to Teach Students with Disabilities Basic Finance Skills
Quelle	In: Remedial and Special Education, 34 (2013) 4, S.237-248 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-9325
DOI	10.1177/0741932512448218
Schlagwörter	Disabilities; Money Management; Simulation; Special Education; Community Based Instruction (Disabilities); Intervention; Teacher Attitudes; Student Attitudes; High School Students; Credit (Finance); Purchasing; Case Studies; Interrater Reliability; Peer Acceptance; Fidelity + Suchen Sie Ihr Suchwort? Handicap; Behinderung; Simulation program; Simulationsprogramm; Special needs education; Sonderpädagogik; Sonderschulwesen; Lehrerverhalten; Schülerverhalten; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Credit; Kredit; Beschaffungswesen; Kauf; Case study; Fallstudie; Case Study; Interrater-Reliabilität
Abstract	This study used a multiple probe design across participants to examine the effects of classroom simulation using static picture prompts to teach students to make a purchase using a debit card and track expenses by subtracting purchase amounts and adding deposits into a check register. Results demonstrated a functional relation between simulated instruction and students' ability to complete a 20-step task analysis of debit card use and expense and deposit tracking in a check register. Students were able to generalize purchasing skills to new community settings up to 5 weeks after intervention. Implications for practice and recommendations for future research are described. (Contains 3 tables and 1 figure.) (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