Using a simultaneous prompting procedure with an iPad to teach the Pythagorean theorem to adolescents with moderate intellectual disability

Carey Creech-Galloway, Belva C. Collins, Victoria Knight, Margaret Bausch

Research output: Contribution to journalArticlepeer-review

49 Scopus citations

Abstract

Providing standards-based instruction in core content areas for individuals with moderate and severe disabilities is a hot topic in the field of special education, and teachers struggle to find the best methods for providing high-quality standards-based instruction in core content areas that also has personal relevance for the students. This investigation evaluated the effectiveness of a simultaneous prompting procedure to teach four adolescents with moderate intellectual disabilities to use the Pythagorean theorem to solve real-life scenarios (i.e., sewing, using a ladder, finding dimensions of a screen) shown on a short video on an iPad. A multiple probe design across participants evaluated the effectiveness of the procedure. Results indicate the participants acquired the skill of using the Pythagorean theorem and generalized it to additional real-life, novel problems. Social validity, limitations, and implications for practitioners are also discussed. copyright 2013 by TASH.

Original languageEnglish
Pages (from-to)222-232
Number of pages11
JournalResearch and Practice for Persons with Severe Disabilities
Volume38
Issue number4
DOIs
StatePublished - Dec 1 2013

ASJC Scopus subject areas

  • Social Psychology
  • General Health Professions
  • Public Health, Environmental and Occupational Health

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