Self-Monitoring Checklists for Inquiry Problem-Solving: Functional Problem-Solving Methods for Students with Intellectual Disability

Autor/inn/en	Miller, Bridget; Taber-Doughty, Teresa
Titel	Self-Monitoring Checklists for Inquiry Problem-Solving: Functional Problem-Solving Methods for Students with Intellectual Disability
Quelle	In: Education and Training in Autism and Developmental Disabilities, 49 (2014) 4, S.555-567 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2154-1647
Schlagwörter	Check Lists; Self Management; Inquiry; Problem Solving; Mild Mental Retardation; Moderate Mental Retardation; Multiple Disabilities; Science Instruction; Active Learning; Middle School Students; Student Journals; Intervention; Instructional Effectiveness; Generalization; Validity + Suchen Sie Ihr Suchwort? Checkliste; Selbstmanagement; Problemlösen; Multiple disability; Mehrfachbehinderung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Aktives Lernen; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Studentenzeitung; Unterrichtserfolg; Gültigkeit
Abstract	Three students with mild to moderate intellectual and multiple disability, enrolled in a self-contained functional curriculum class were taught to use a self-monitoring checklist and science notebook to increase independence in inquiry problem-solving skills. Using a single-subject multiple-probe design, all students acquired inquiry problem-solving skills during exposure to functional guided science inquiry lessons and demonstrated the problem-solving skills independently. Students successfully generalized inquiry problem-solving skills to two functional problem scenarios during a generalization phase. (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