Using an Early Science Curriculum to Teach Science Vocabulary and Concepts to Students with Severe Developmental Disabilities
Using an Early Science Curriculum to Teach Science Vocabulary and Concepts to Students with...
Smith, Bethany R.; Spooner, Fred.; Jimenez, Bree Ann.; Browder, Diane M.
2012-12-20 00:00:00
Teaching academic content to students with severe developmental disabilities is a topic that has recently been debated, even though science content is one of the academic areas that comprise a standards-based curriculum. Science content like other academic skills can be taught to this population using forms of systematic instruction, a validated evidence-based practice. In this study, three elementary aged students between 6 and 8 years old were taught units from an <i>Early Science</i> curriculum via inquiry-based lessons and effects were measured by a multiple probe design across behaviors (units). Visual analysis shows a functional relationship between the introduction of the intervention and a change in each participant's responding. These successful outcomes are discussed in light of other comparable work, the practicality of classroom teachers implementing similar lessons, social validity, and extending the knowledge-base of teaching science content to students with severe developmental disabilities.
http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.pngEducation and Treatment of ChildrenWest Virginia University Presshttp://www.deepdyve.com/lp/west-virginia-university-press/using-an-early-science-curriculum-to-teach-science-vocabulary-and-HGq6E5o9Or
Using an Early Science Curriculum to Teach Science Vocabulary and Concepts to Students with Severe Developmental Disabilities
Teaching academic content to students with severe developmental disabilities is a topic that has recently been debated, even though science content is one of the academic areas that comprise a standards-based curriculum. Science content like other academic skills can be taught to this population using forms of systematic instruction, a validated evidence-based practice. In this study, three elementary aged students between 6 and 8 years old were taught units from an <i>Early Science</i> curriculum via inquiry-based lessons and effects were measured by a multiple probe design across behaviors (units). Visual analysis shows a functional relationship between the introduction of the intervention and a change in each participant's responding. These successful outcomes are discussed in light of other comparable work, the practicality of classroom teachers implementing similar lessons, social validity, and extending the knowledge-base of teaching science content to students with severe developmental disabilities.
Journal
Education and Treatment of Children
– West Virginia University Press
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