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Training teachers to follow a task analysis to engage middle school students with moderate and severe developmental disabilities in grade-appropriate literature.

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...

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Published in:Focus on Autism & Other Developmental Disabilities Vol. 22; no. 4; pp. 206 - 220
Main Authors: Browder DM, Trela K, Jimenez B
Format: research tables/charts Journal Article
Published: Sage Publications Inc. Winter2007
Online Access:View this record in EBSCOhost
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      dt: Winter2007
      vid: 22
      iid: 4
      pid: 344
      pub: Sage Publications Inc.
      place: Thousand Oaks, California
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        105870762
        2009765475
        10.1177/10883576070220040301
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        atl: Training teachers to follow a task analysis to engage middle school students with moderate and severe developmental disabilities in grade-appropriate literature.
      aug:
        au:
          Browder DM
          Trela K
          Jimenez B
        affil: Snyder Distinguished Professor, University of North Carolina at Charlotte
      sug:
        subj:
          Developmental Disabilities
          Education, Special
          Literature Education
          Task Performance and Analysis
          Teachers Education
          Teaching Methods
          Adolescence
          Behavior
          Checklists
          Child
          Coding
          Descriptive Statistics
          Experimental Studies
          Faculty Attitudes
          Feedback
          Female
          Funding Source
          Guideline Adherence
          Intelligence
          Interrater Reliability
          Language Tests
          Literacy
          Male
          Reading Education
          Scales
          Seminars and Workshops
          Southeastern United States
          Students with Disabilities
          Students, Middle School
          Urban Areas
          Validity
          Human
          Adolescent: 13-18 years
          Child: 6-12 years
          Female
          Male
      ab: 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.
      pubtype: Academic Journal
      doctype:
        research
        tables/charts
        Journal Article
      ougenre: Article
    language: English
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