[article] 
inJournal of Autism and Developmental Disorders > 48-7 (July 2018) . - p.2542-2557

Titre :	Scripted and Unscripted Science Lessons for Children with Autism and Intellectual Disability
Type de document :	Texte imprimé et/ou numérique
Auteurs :	V. F. KNIGHT, Auteur ; B. COLLINS, Auteur ; A. D. SPRIGGS, Auteur ; E. SARTINI, Auteur ; M. J. MACDONALD, Auteur
Article en page(s) :	p.2542-2557
Langues :	Anglais (eng)
Mots-clés :	Access to the general education  Autism spectrum disorder  Intellectual disability  Science education  Scripted lesson plans  Task analysis
Index. décimale :	PER Périodiques
Résumé :	Both scripted lessons and unscripted task analyzed lessons have been used effectively to teach science content to students with intellectual disability and autism spectrum disorder. This study evaluated the efficacy, efficiency, and teacher preference of scripted and unscripted task analyzed lesson plans from an elementary science curriculum designed for students with intellectual disability and autism spectrum disorder by evaluating both lesson formats for (a) student outcomes on a science comprehension assessment, (b) sessions to criterion, and (c) average duration of lessons. Findings propose both lesson types were equally effective, but unscripted task analyzed versions may be more efficient and were preferred by teachers to scripted lessons. Implications, limitations, and suggestions for future research are also discussed.
En ligne :	http://dx.doi.org/10.1007/s10803-018-3514-0
Permalink :	https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=367

[article] Scripted and Unscripted Science Lessons for Children with Autism and Intellectual Disability [Texte imprimé et/ou numérique] / V. F. KNIGHT, Auteur ; B. COLLINS, Auteur ; A. D. SPRIGGS, Auteur ; E. SARTINI, Auteur ; M. J. MACDONALD, Auteur . - p.2542-2557.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 48-7 (July 2018) . - p.2542-2557

Mots-clés :	Access to the general education  Autism spectrum disorder  Intellectual disability  Science education  Scripted lesson plans  Task analysis
Index. décimale :	PER Périodiques
Résumé :	Both scripted lessons and unscripted task analyzed lessons have been used effectively to teach science content to students with intellectual disability and autism spectrum disorder. This study evaluated the efficacy, efficiency, and teacher preference of scripted and unscripted task analyzed lesson plans from an elementary science curriculum designed for students with intellectual disability and autism spectrum disorder by evaluating both lesson formats for (a) student outcomes on a science comprehension assessment, (b) sessions to criterion, and (c) average duration of lessons. Findings propose both lesson types were equally effective, but unscripted task analyzed versions may be more efficient and were preferred by teachers to scripted lessons. Implications, limitations, and suggestions for future research are also discussed.
En ligne :	http://dx.doi.org/10.1007/s10803-018-3514-0
Permalink :	https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=367