Literaturnachweis - Detailanzeige
| Autor/inn/en | Hudson, Melissa E.; Browder, Diane M.; Jimenez, Bree A. |
|---|---|
| Titel | Effects of a Peer-Delivered System of Least Prompts Intervention and Adapted Science Read-Alouds on Listening Comprehension for Participants with Moderate Intellectual Disability |
| Quelle | In: Education and Training in Autism and Developmental Disabilities, 49 (2014) 1, S.60-77 (18 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 2154-1647 |
| Schlagwörter | Elementary School Students; Moderate Mental Retardation; Peer Teaching; Tutoring; Intervention; Prompting; Reading Aloud to Others; Media Adaptation; Elementary School Science; Grade 4; Instructional Effectiveness; Attitudes toward Disabilities; Regular and Special Education Relationship |
| Abstract | This study investigated the effects of a peer-delivered system of least prompts intervention and adapted grade-level science read-alouds on correct listening comprehension responses for participants with moderate intellectual disability. The intervention package included prompts in which selected text was read again. Participants directed the amount of assistance they received from peer tutors by asking for help when needed and self-monitored their independent correct responses. Text was adapted from fourth grade science curricula currently being used by the general education fourth grade class. A question template was used to create factual recall and inferential questions and a multiple probe design across participants was used to determine the functional relationship between the system of least prompts intervention and listening comprehension. Outcomes indicated that the intervention was effective for teaching listening comprehension for all participants, but intervention effects did not generalize to untrained lessons. The study's contributions to research, limitations, need for future research, and implications for practice are discussed. (As Provided). |
| Anmerkungen | Division on Autism and Developmental Disabilities, Council for Exceptional Children. DDD, P.O. Box 3512, Fayetteville, AR 72702. Tel: 479-575-3326; Fax: 479-575-6676; Web site: http://daddcec.org/Publications/ETADDJournal.aspx |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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