Using Shared Stories and Individual Response Modes to Promote Comprehension and Engagement in Literacy for Students with Multiple, Severe Disabilities

Autor/inn/en	Browder, Diane M.; Lee, Angela; Mims, Pam
Titel	Using Shared Stories and Individual Response Modes to Promote Comprehension and Engagement in Literacy for Students with Multiple, Severe Disabilities
Quelle	In: Education and Training in Autism and Developmental Disabilities, 46 (2011) 3, S.339-351 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2154-1647
Schlagwörter	Multiple Disabilities; Severe Disabilities; Literacy; Task Analysis; Prompting; Story Reading; Learner Engagement; Listening; Comprehension; Elementary School Students; Responses; Nonverbal Communication + Suchen Sie Ihr Suchwort? Multiple disability; Mehrfachbehinderung; Severe disability; Schwerbehinderung; Alphabetisierung; Schreib- und Lesefähigkeit; Aufgabenanalyse; Benutzerführung; Hörvorgang; Zuhören; Verstehen; Verständnis; Non-verbal communication; Nonverbale Kommunikation
Abstract	This study investigated the effects of scripted task analytic lessons with systematic prompting on engagement and comprehension of students with a multiple, severe disability using a multiple probe single case design. Three teachers followed the scripts to include a target student in a story based lesson to increase comprehension and engagement. All three students had both a severe intellectual disability and either a severe physical or sensory impairment and relied primarily on nonsymbolic communication prior to the study. Each student used a different response mode to participate in the story based lesson (i.e., eye gaze response for a student with inconsistent hand use, point response for a student who grabbed, and object response for a student with visual impairments). Results indicated increases in both comprehension and engagement for all three students. Limitations and implications for research and practice are discussed. (Contains 1 table and 2 figures.) (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://www.dddcec.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10