Effects of Direct Instruction on the Acquisition of Prepositions by Students With Intellectual Disabilities

Hicks, S. Christy; Bethune, Keri S.; Wood, Charles L.; Cooke, Nancy L.; Mims, Pamela J.

doi:10.1901/jaba.2011.44-675

Cited by 16 publications

(9 citation statements)

References 4 publications

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“…Students with severe disabilities have demonstrated that they can learn meaningful literacy and comprehension skills (e.g., Coyne et al, 2012;Mims et al, 2012;Spooner et al, 2014); however, we also must find ways to teach these students to generalize these skills to new situations and materials (Stokes & Baer, 1977). Consistent with previous research (Hicks et al, 2011;R. H. Horner et al, 1986;Knight, Spooner et al, 2013), the present study demonstrated that teaching multiple examples and non-examples can be a successful strategy for teaching early literacy skills that generalize to new material.…”

Section: Discussionsupporting

confidence: 78%

“…In the seminal piece, Stokes and Baer (1977) suggested several approaches, including training sufficient exemplars. This method has been used in instruction for students with severe disabilities in the form of teaching multiple exemplars (Hicks, Bethune, Wood, Cooke, & Mims, 2011;R. H. Horner, Eberhard, & Sheehan, 1986;Knight, Spooner, Browder, Smith, & Wood, 2013).…”

mentioning

confidence: 99%

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Generalization of Literacy Skills Through Portable Technology for Students With Severe Disabilities

Spooner

Kemp-Inman

Ahlgrim‐Delzell

et al. 2015

Research and Practice for Persons with Severe Disabilities

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Literacy is an important skill for accessing all academic content areas, and there has been an increased focus on using a variety of assistive technology (AT) to support the acquisition of literacy skills for students with severe disabilities. Literacy also provides these students with skills to increase community participation, with independence, with skills to make individual choices, and with opportunities for potential employment. Portable technology such as an iPad2® can be used to enhance literacy skills for students with severe disabilities in elementary school. A typical way to teach literacy to this population is through the use of a shared story. Although systematic instruction has proven to be an effective teaching strategy, the generality of the literacy skills usually has not been the focus of the training. In this study, five students with severe disabilities (IQ below 55, range in age 7-11 years, grade range 2nd-6th grades) were taught to generalize literacy skills via multiple exemplar training. A multiple probe design across participants demonstrated a functional relation between student responding and the intervention. Extension of what we currently know, limitations, and future research are discussed.

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Section: Discussionsupporting

confidence: 78%

mentioning

confidence: 99%

Generalization of Literacy Skills Through Portable Technology for Students With Severe Disabilities

Spooner

Kemp-Inman

Ahlgrim‐Delzell

et al. 2015

Research and Practice for Persons with Severe Disabilities

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“…In order for students to understand a concept, it is imperative that they understand not only what it is, but also what it is not. For instance, Hicks, Bethune, Wood, Cooke, and Mims (2011), taught prepositional phrases to students with ID using direct instruction along with examples and non-examples. Results demonstrated that all students were able to use the prepositions in the correct context after training (e.g., this is over, this is not over).…”

Section: Universal Design For Learning (Udl)mentioning

confidence: 99%

A Culturally and Linguistically Responsive Framework for Improving Academic and Postsecondary Outcomes of Students with Moderate or Severe Intellectual Disability

Rivera

Jimenez

Baker

et al. 2016

PDERS

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Abstract:The needs of culturally and linguistically diverse (CLD) students with moderate or severe intellectual disability (ID) are quite unique and complex. CLD students with moderate or severe ID face many of the same issues as their non-disabled CLD peers; however, due to the nature of their disability this may lead to even less access to the general curriculum, appropriate services, materials, and meaningful collaboration between families and educators. The purpose of this article is to provide a culturally responsive framework for facilitating academic instruction for CLD students with moderate or severe ID that also includes appropriate supports in an effort to increase access to postsecondary outcomes for this population. Suggestions for accessing the general curriculum and a discussion about increasing parental involvement and accessing appropriate adult agencies to further enhance these outcomes are provided.

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“…In two other studies, Hicks et al (2011) and Hicks, Rivera, and Wood (2015) taught expressive and receptive use of prepositions to five elementary students with mild to moderate intellectual disability and deficits in expressive and receptive language. A multiple-baseline design across behaviors, replicated across participants, was used to determine the effectiveness of a DI sequence and script (Engelmann & Carnine, 1991) on the acquisition of prepositions.…”

mentioning

confidence: 99%

“…Instruction for both studies utilized a model-test procedure, which uses examples and nonexamples and various materials to enhance generalization (Engelmann & Carnine, 1991). Hicks et al (2011) utilized one-on-one instruction, while Hicks et al (2015) incorporated smallgroup instruction. Both studies demonstrated a functional relationship between the use of the DI format and the increase in prepositions for student participants.…”

mentioning

confidence: 99%

Simple Steps for Teaching Prepositions to Students with Autism and Other Developmental Disabilities

Hicks

Rivera

Patterson

2015

Intervention in School and Clinic

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The acquisition of receptive and expressive language skills by students with autism and developmental disabilities (DD) is often delayed, thus making the process of communicating with others challenging. Some students develop language skills incidentally through conversations with their families and peers, but others require instruction in specific aspects of language to build their communicative repertoire. Preposition comprehension is a critical component for the development of language that is meaningful for both academic and functional purposes. The use of a direct instruction script may be a way to improve preposition comprehension for students with autism and DD. This column provides an overview of this script, materials, and procedures and additional tips for efficiently teaching prepositions to this population of students.

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Effects of Direct Instruction on the Acquisition of Prepositions by Students With Intellectual Disabilities

Cited by 16 publications

References 4 publications

Generalization of Literacy Skills Through Portable Technology for Students With Severe Disabilities

Generalization of Literacy Skills Through Portable Technology for Students With Severe Disabilities

A Culturally and Linguistically Responsive Framework for Improving Academic and Postsecondary Outcomes of Students with Moderate or Severe Intellectual Disability

Simple Steps for Teaching Prepositions to Students with Autism and Other Developmental Disabilities

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