Literaturnachweis - Detailanzeige
| Autor/inn/en | Spooner, Fred; Knight, Victoria F.; Browder, Diane M.; Smith, Bethany R. |
|---|---|
| Titel | Evidence-Based Practice for Teaching Academics to Students with Severe Developmental Disabilities |
| Quelle | In: Remedial and Special Education, 33 (2012) 6, S.374-387 (14 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | Weitere Informationen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0741-9325 |
| DOI | 10.1177/0741932511421634 |
| Schlagwörter | Evidence; Developmental Disabilities; Feedback (Response); Special Education; General Education; Teaching Methods; Prompting; Best Practices; Literature Reviews; Delay of Gratification; Task Analysis; Stimuli; Reinforcement; Severe Disabilities |
| Abstract | A review of the literature was conducted for articles published between 2003 and 2010 to build a case for the degree to which evidence-based practices were documented for teaching academic skills to students with severe developmental disabilities. This review extended earlier comprehensive work in literacy, mathematics, and science for the population in question. A total of 18 studies met the Horner et al. (2005) quality indicator criteria. In general, time delay and task analytic instruction were found to be evidence-based practices. In addition, specific target responses were defined to show academic learning, with the most prevalent target responses being discrete responses; the type of systematic prompting and feedback used most often was time delay, while the component used least often was stimulus fading/shaping; and teaching formats used most often were massed trials and one-to-one instruction. (Contains 2 tables.) (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 |
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