Using shared stories and individual response modes to promote comprehension and engagement in literacy for students with multiple, severe disabilities
- Författare
- Browder DM, Lee A, Minis P.
- Titel
- Using shared stories and individual response modes to promote comprehension and engagement in literacy for students with multiple, severe disabilities
- Utgivningsår
- 2011
- Tidskrift
- Education and Training in Autism and Developmental Disabilities
- Volym
- 46
- Häfte
- 3
- Sidor
- 339-351
- Sammanfattning
This study investigated the effects of scripted task analytic lessons with systematic prompting on engagement and comprehension of students with a multiple, severe disability using a multiple probe single case design. Three teachers followed the scripts to include a target student in a story based lesson to increase comprehension and engagement. All three students had both a severe intellectual disability and either a severe physical or sensory impairment and relied primarily on nonsymblic communication prior to the study. Each student used a different response mode to participate in the story based lesson (i. e., eye gaze response for a student with inconsistent hand use, point response for a student who grabbed, and object response for a student with visual impairments). Results indicated increases in both comprehension and engagement for all three students. Limitations and implications for research and practice are discussed. © Division on Autism and Developmental Disabilities.