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.
|Number of pages||11|
|Journal||Research and Practice for Persons with Severe Disabilities|
|State||Published - Dec 1 2013|
ASJC Scopus subject areas
- Social Psychology
- Health Professions (all)
- Public Health, Environmental and Occupational Health