Effects of the "I Can Use Effort" Strategy on Quality of Student Verbal Contributions and Individualized Education Program Participation with Third- and Fourth-Grade Students with Disabilities

Autor/inn/en	Neale, Melia H.; Test, David W.
Titel	Effects of the "I Can Use Effort" Strategy on Quality of Student Verbal Contributions and Individualized Education Program Participation with Third- and Fourth-Grade Students with Disabilities
Quelle	In: Remedial and Special Education, 31 (2010) 3, S.184-194 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-9325
DOI	10.1177/0741932508327462
Schlagwörter	Intervention; Individualized Education Programs; Disabilities; Grade 4; Individualized Instruction; Program Effectiveness; Grade 3; Elementary School Students; Special Needs Students; Verbal Communication; Student Participation; At Risk Students; Self Determination + Suchen Sie Ihr Suchwort? Individualized education program; Individualisierendes Lernen; Handicap; Behinderung; School year 04; 4. Schuljahr; Schuljahr 04; Individualisierender Unterricht; School year 03; 3. Schuljahr; Schuljahr 03; Sonderpädagogischer Förderbedarf; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Selbstbestimmung
Abstract	The purpose of this study was to evaluate the effects of the "I Can Use Effort" strategy on the quality of student verbal contributions and IEP participation of third and fourth grade students with high-incidence disabilities. Using a multiple probe across participants design, results indicated a functional relationship between the "I Can Use Effort" strategy and the quality of students' verbal contributions related to the IEP process and students' learning strengths and preferences. The 5 lesson intervention improved all 4 students' ability to express their learning preferences and contribute information in an IEP meeting. In addition, measures of social validity demonstrated the social significance and appropriateness of the intervention's goals and procedures. (Contains 2 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