Assessing Generalization in Single-Case Research Studies Teaching Core Academic Content to Students With Intellectual and Developmental Disabilities / John MCDONNELL in Focus on Autism and Other Developmental Disabilities, 35-3 (September 2020)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 35-3 (September 2020) . - p.143-152 Titre : Assessing Generalization in Single-Case Research Studies Teaching Core Academic Content to Students With Intellectual and Developmental Disabilities Type de document : Texte imprimé et/ou numérique Auteurs : John MCDONNELL, Auteur ; J. Matt JAMESON, Auteur ; Jessica A. BOWMAN, Auteur ; Olivia COLEMAN, Auteur ; Joanna RYAN, Auteur ; Carrie EICHELBERGER, Auteur ; Lyndsey CONRADI, Auteur Article en page(s) : p.143-152 Mots-clés : intellectual disability  developmental disability  generalization  general education curriculum  single-case research designs Index. décimale : PER Périodiques Résumé : One concern raised about teaching content from the general education curriculum to students with intellectual and developmental disabilities is whether they generalize the skills learned to typical performance settings. We conducted a literature review of research studies that taught content from the general education curriculum and assessed generalization of the target skill to determine (a) whether the studies demonstrated a causal relationship between the intervention and the generalization-dependent variable(s), (b) what forms of generalization were assessed, and (c) what strategies were incorporated into the interventions to promote generalized responding by study participants. We identified 31 studies that met the initial selection criteria. However, only 22 demonstrated a causal relationship between the intervention and the acquisition-dependent variable(s), and only four of these studies demonstrated a causal relationship between the intervention and the generalization-dependent variable(s). The implications of the findings for future research are discussed. En ligne : https://doi.org/10.1177/1088357620902500 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=430 [article] Assessing Generalization in Single-Case Research Studies Teaching Core Academic Content to Students With Intellectual and Developmental Disabilities [Texte imprimé et/ou numérique] / John MCDONNELL, Auteur ; J. Matt JAMESON, Auteur ; Jessica A. BOWMAN, Auteur ; Olivia COLEMAN, Auteur ; Joanna RYAN, Auteur ; Carrie EICHELBERGER, Auteur ; Lyndsey CONRADI, Auteur . - p.143-152. in Focus on Autism and Other Developmental Disabilities > 35-3 (September 2020) . - p.143-152 Mots-clés : intellectual disability  developmental disability  generalization  general education curriculum  single-case research designs Index. décimale : PER Périodiques Résumé : One concern raised about teaching content from the general education curriculum to students with intellectual and developmental disabilities is whether they generalize the skills learned to typical performance settings. We conducted a literature review of research studies that taught content from the general education curriculum and assessed generalization of the target skill to determine (a) whether the studies demonstrated a causal relationship between the intervention and the generalization-dependent variable(s), (b) what forms of generalization were assessed, and (c) what strategies were incorporated into the interventions to promote generalized responding by study participants. We identified 31 studies that met the initial selection criteria. However, only 22 demonstrated a causal relationship between the intervention and the acquisition-dependent variable(s), and only four of these studies demonstrated a causal relationship between the intervention and the generalization-dependent variable(s). The implications of the findings for future research are discussed. En ligne : https://doi.org/10.1177/1088357620902500 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=430

Effective Mathematics Instruction for Students With Moderate and Severe Disabilities: A Review of the Literature / Jessica A. BOWMAN in Focus on Autism and Other Developmental Disabilities, 34-4 (December 2019)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 34-4 (December 2019) . - p.195-204 Titre : Effective Mathematics Instruction for Students With Moderate and Severe Disabilities: A Review of the Literature Type de document : Texte imprimé et/ou numérique Auteurs : Jessica A. BOWMAN, Auteur ; John MCDONNELL, Auteur ; Joanna H. RYAN, Auteur ; Olivia FUDGE-COLEMAN, Auteur Article en page(s) : p.195-204 Langues : Anglais (eng) Mots-clés : mathematics  instruction  access to the general curriculum  intellectual disability  autism  moderate disability  severe disability  concrete representations  manipulatives  anchored instruction  math stories  in vivo  systematic instruction  technology Index. décimale : PER Périodiques Résumé : Educational programs for students with moderate and severe disabilities (MSD) have undergone drastic changes since the mandate for access to the general curriculum was provided by Individuals With Disabilities Education Act. Since then, educators have struggled to find methods to use to promote optimal learning, including in the area of mathematics. The purpose of this systematic literature review was to provide an update on research related to teaching mathematics to students with MSD published from 2005 to 2017. Results from the included studies indicated that mathematics research has started to diversify in the skills that are being taught to this population. In addition to skills taught, current research has continued to inform the field on some promising methods that can be used to teach a broader range of mathematics skills. Emerging strategies that were identified included the use of concrete representations, anchored instruction, and instructional technology. Suggestions for future research are discussed. En ligne : https://doi.org/10.1177/1088357619827932 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=410 [article] Effective Mathematics Instruction for Students With Moderate and Severe Disabilities: A Review of the Literature [Texte imprimé et/ou numérique] / Jessica A. BOWMAN, Auteur ; John MCDONNELL, Auteur ; Joanna H. RYAN, Auteur ; Olivia FUDGE-COLEMAN, Auteur . - p.195-204. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 34-4 (December 2019) . - p.195-204 Mots-clés : mathematics  instruction  access to the general curriculum  intellectual disability  autism  moderate disability  severe disability  concrete representations  manipulatives  anchored instruction  math stories  in vivo  systematic instruction  technology Index. décimale : PER Périodiques Résumé : Educational programs for students with moderate and severe disabilities (MSD) have undergone drastic changes since the mandate for access to the general curriculum was provided by Individuals With Disabilities Education Act. Since then, educators have struggled to find methods to use to promote optimal learning, including in the area of mathematics. The purpose of this systematic literature review was to provide an update on research related to teaching mathematics to students with MSD published from 2005 to 2017. Results from the included studies indicated that mathematics research has started to diversify in the skills that are being taught to this population. In addition to skills taught, current research has continued to inform the field on some promising methods that can be used to teach a broader range of mathematics skills. Emerging strategies that were identified included the use of concrete representations, anchored instruction, and instructional technology. Suggestions for future research are discussed. En ligne : https://doi.org/10.1177/1088357619827932 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=410

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