[article]
| Titre : |
Evaluating Supported eText to Teach Science to High School Students With Moderate Intellectual Disability |
| Type de document : |
Texte imprimé et/ou numérique |
| Auteurs : |
Victoria F. KNIGHT, Auteur ; Carey E. CREECH-GALLOWAY, Auteur ; Jennifer M. KARL, Auteur ; Belva C. COLLINS, Auteur |
| Année de publication : |
2018 |
| Article en page(s) : |
p.227-236 |
| Langues : |
Anglais (eng) |
| Mots-clés : |
supported electronic text eText digital text teaching science content explicit instruction intellectual disability |
| Index. décimale : |
PER Périodiques |
| Résumé : |
Preliminary research shows promise for the use of supported electronic text (eText) combined with explicit instruction in facilitating comprehension for students with intellectual disability. Researchers used a multiple probe across participants design to evaluate effects of supported eText including explicit instruction on measures of vocabulary, literal comprehension, and application questions of four high school students with moderate intellectual disability. Authors found a functional relation between supported eText using embedded, explicit instructional supports (i.e., animated coaches to deliver the model-lead-test procedure and use of examples and nonexamples) and the number of correct responses on the probe. In addition, students generalized to untrained exemplars, and social validity indicated the program as practical and useful. |
| En ligne : |
http://dx.doi.org/10.1177/1088357617696273 |
| Permalink : |
https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=372 |
in Focus on Autism and Other Developmental Disabilities > 33-4 (December 2018) . - p.227-236
|
Evaluating Supported eText to Teach Science to High School Students With Moderate Intellectual Disability in Focus on Autism and Other Developmental Disabilities, 33-4 (December 2018)
