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The Use of Response Prompting and Frames for Teaching Sentence Writing to Students With Moderate Intellectual Disability
- Source :
- Focus on Autism and Other Developmental Disabilities. 33:142-149
- Publication Year :
- 2016
- Publisher :
- SAGE Publications, 2016.
-
Abstract
- In the current study, we examined the effects of response prompting strategies (i.e., constant time delay, system of least prompts) and frames on sentence writing for three participants, ages 7 to 12, with moderate intellectual disability. We used a concurrent multiple probe across behaviors design to evaluate the efficacy of the intervention package and posttest probes to assess generalized responding to untrained stimulation. During intervention, the teacher taught two students to construct sentences using selection-based software and another to generate handwritten responses across three different writing frames (i.e., I want _________, I see _____, The _____ is ______). Our findings suggest that the package was effective and produced variable levels of maintenance and generalized responding for all three participants.
- Subjects :
- 050103 clinical psychology
Cognitive Neuroscience
Teaching method
05 social sciences
050301 education
medicine.disease
Special education
Developmental psychology
Psychiatry and Mental health
Neurology
Autism spectrum disorder
Handwriting
Pediatrics, Perinatology and Child Health
Intellectual disability
medicine
Autism
0501 psychology and cognitive sciences
Written language
Neurology (clinical)
Psychology
0503 education
Sentence
Cognitive psychology
Subjects
Details
- ISSN :
- 15384829 and 10883576
- Volume :
- 33
- Database :
- OpenAIRE
- Journal :
- Focus on Autism and Other Developmental Disabilities
- Accession number :
- edsair.doi...........32f3fa61241072874bf0854fd9f09276