Teaching Students With Moderate and Severe Intellectual Disability to Compare Characters in Adapted Text

Research output: Contribution to journalArticlepeer-review

3 Scopus citations

Abstract

The purpose of the study was to evaluate the effects of a system of least prompts procedure and use of a graphic organizer to teach the academic literacy standard of comparing characters in text for elementary students with moderate and severe intellectual disability. A multiple probe across participants design was used to evaluate the results. The results indicated the system of least prompts and graphic organizer intervention was effective in teaching the skill to one student. The intervention, with modifications, was effective for two additional students. All participants maintained and generalized the skill. Directions for future research and practical implications are discussed.

Original languageEnglish
Pages (from-to)80-89
Number of pages10
JournalJournal of Special Education
Volume54
Issue number2
DOIs
StatePublished - Aug 1 2020

Bibliographical note

Publisher Copyright:
© Hammill Institute on Disabilities 2019.

Keywords

  • academic content
  • compare
  • graphic organizer
  • moderate and severe disability
  • system of least prompts

ASJC Scopus subject areas

  • Education
  • Rehabilitation

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