Training Teachers to Follow a Task Analysis to Engage Middle School Students With Moderate and Severe Developmental Disabilities in Grade-Appropriate Literature / Diane M. BROWDER in Focus on Autism and Other Developmental Disabilities, 22-4 (Winter 2007)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 22-4 (Winter 2007) . - p.206-219 Titre : Training Teachers to Follow a Task Analysis to Engage Middle School Students With Moderate and Severe Developmental Disabilities in Grade-Appropriate Literature Type de document : Texte imprimé et/ou numérique Auteurs : Diane M. BROWDER, Auteur ; Katherine TRELA, Auteur ; Bree JIMENEZ, Auteur Année de publication : 2007 Article en page(s) : p.206-219 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The purpose of this study Was to train teachers to folloW a task analysis to teach a story-based literacy lesson using adapted, grade-appropriate middle school literature to students With moderate and severe developmental disabilities. A multiple-probe-across-participants design Was used to examine the effects of training teachers to folloW a literacy lesson plan task analysis on the number of steps completed by teachers on the literacy lesson plan template and changes made by students in response to teachers' use of the literacy lesson plan. Results indicated a functional relationship betWeen teacher training and the number of lesson plan steps folloWed, With a corresponding student increase in both overall and independent correct responses. Implications for practice and future research are discussed. En ligne : http://dx.doi.org/10.1177/10883576070220040301 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=830 [article] Training Teachers to Follow a Task Analysis to Engage Middle School Students With Moderate and Severe Developmental Disabilities in Grade-Appropriate Literature [Texte imprimé et/ou numérique] / Diane M. BROWDER, Auteur ; Katherine TRELA, Auteur ; Bree JIMENEZ, Auteur . - 2007 . - p.206-219. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 22-4 (Winter 2007) . - p.206-219 Index. décimale : PER Périodiques Résumé : The purpose of this study Was to train teachers to folloW a task analysis to teach a story-based literacy lesson using adapted, grade-appropriate middle school literature to students With moderate and severe developmental disabilities. A multiple-probe-across-participants design Was used to examine the effects of training teachers to folloW a literacy lesson plan task analysis on the number of steps completed by teachers on the literacy lesson plan template and changes made by students in response to teachers' use of the literacy lesson plan. Results indicated a functional relationship betWeen teacher training and the number of lesson plan steps folloWed, With a corresponding student increase in both overall and independent correct responses. Implications for practice and future research are discussed. En ligne : http://dx.doi.org/10.1177/10883576070220040301 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=830

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