Teaching the reading of connected text through sight-word instruction to students with moderate intellectual disabilities

Alberto, Paul A.; Waugh, Rebecca E.; Fredrick, Laura D.

doi:10.1016/j.ridd.2010.06.011

Cited by 26 publications

(18 citation statements)

References 9 publications

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“…Fifth, the study’s social validity findings indicated that graduate students thought positively regarding the use of SP in combination with CAI. Few researchers have assessed the social validity of their studies examining the effects of using SP during small group instruction (Alberto et al, 2010; Colozzi et al, 2008), and social validity findings have not been part of previous studies examining the effects of using CAI during small group instruction (Campbell & Mechling, 2009; Mechling et al, 2007) or of using CAI with SP (Pennington et al, 2010; Pennington et al, 2012). In general, these students provided opinions confirming that SP and CAI could be used for teaching various skills during one-to-one and small group instruction with practicality and efficiency.…”

Section: Discussionmentioning

confidence: 99%

“…Discrete skills successfully taught using SP during one-to-one instruction have included expressive identification of relatives (Akmanoglu-Uludag & Batu, 2004), expressively naming transportation words (Reichow & Wolery, 2009), and expressively identifying community signs (Tekin-Iftar, 2003). During small group instruction, teachers have successfully used SP to teach discrete skills such as play skills (Colozzi et al, 2008), identification of geographic names (Gursel, Tekin-Iftar, & Bozkurt, 2006), vocabulary word definitions (McDonnell et al, 2006), and identification of sight words (Alberto, Waugh, & Fredrick, 2010) to elementary-aged children. However, there are few studies with preschool children using systematic prompting procedures during small group instruction on academic and social skills (Ledford & Wolery, 2015).…”

Section: Introductionmentioning

confidence: 99%

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Effects of Using Simultaneous Prompting and Computer-Assisted Instruction During Small Group Instruction

Özen

Ergenekon

Ulke-Kurkcuoglu

2017

Journal of Early Intervention

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The current study investigated the relation between simultaneous prompting (SP), computer-assisted instruction (CAI), and the receptive identification of target pictures (presented on laptop computer) for four preschool students with developmental disabilities. The students’ acquisition of nontarget information through observational learning also was examined. A multiple probe design across target skills was used to evaluate the intervention. The students learned to receptively identify pictures of household items when SP and CAI were used together in small group instructional sessions. In addition, students maintained and generalized behaviors across adult implementers. Furthermore, students learned nontarget information. Finally, the social validity of the intervention was assessed by graduate students and all viewed the procedures positively.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Effects of Using Simultaneous Prompting and Computer-Assisted Instruction During Small Group Instruction

Özen

Ergenekon

Ulke-Kurkcuoglu

2017

Journal of Early Intervention

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“…Our results also provide some support for the use of pictures and sight-word instruction as methods to scaffold the introduction of phonics instruction. Alberto and colleagues (Alberto, Waugh, & Fredrick, 2010; Alberto, Waugh, Fredrick, & Davis, 2013) have demonstrated that it may be useful to move children sequentially through components or levels of an integrated literacy curriculum in which phonics instruction is not introduced until mastery of visual literacy and sight-word learning. In our study, we integrated visual support and sight-word instruction directly into the phonics-focused lesson.…”

Section: Discussionmentioning

confidence: 99%

Developing an Early Reading Intervention Aligned With the Down Syndrome Behavioral Phenotype

Lemons

King

Davidson

et al. 2015

Focus Autism Other Dev Disabl

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In his May 1, 1971, presidential address to the Society for Pediatric Research, William L. Nyhan coined the term "behavioral phenotype" (Nyhan, 1972). His plan for the talk was to discuss his observations that children who shared a genetic syndrome (i.e., Cornelia de Lange and Lesch-Nyhan syndromes) exhibited common patterns of atypical behaviors. Nyhan presumed these behaviors to be genetically determined and believed that additional research could both lead to improvements in the "diagnosis and management" of individuals with specific syndromes and "yield information of fundamental biologic importance" (p. 1). Nearly a quarter of a century later, Nyhan described the first published text focused on behavioral phenotypes (Nyhan, 1995) as "a coming of age for the field" (p. x). He hoped the volume would stimulate additional research that would deepen understandings of the mechanisms through which genes influence behavior and lead to more effective treatments for affected individuals. Hodapp and Ricci (2002), writing 7 years later in a followup volume, lauded the field's progress toward understanding how different genetic intellectual disability (ID) disorders could differentially effect behavior; however, they described the failure of translating this knowledge into educational practice as "the unrealized connection" (p. 137). Since then, several researchers (Fidler, 2005; Lemons & Fuchs, 2010) have suggested that behavioral phenotypes could be used to guide the development of interventions targeted toward groups of individuals with a common genetic syndrome. Although this line of work has several challenges (e.g., variability of profiles within a syndrome, characteristics shared across syndromes; Dykens, 1995; Reilly, 2012), pursuing Nyhan's goal to improve intervention for individuals with a shared genetic syndrome has potential to enhance outcomes. Purpose The purpose of this study was to evaluate the feasibility and potential efficacy of an early reading intervention targeting 618941F OAXXX10.

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“…Some discrete tasks that have been taught using simultaneous prompting are receptive labeling (Dogan and Tekin-Iftar 2002), expressive labeling (Tekin-Iftar et al 2003), sight-word identification (Alberto et al 2010), and reading and defining words (Riesen et al 2003). Simultaneous prompting has also been used to teach more complex behavior chains, such as play skills (Colozzi, Ward, and Crotty 2008), washing hands (Parrott et al 2000), folding laundry (Dollar, Fredrick, Alberto, and Luke 2012), operating electronic entertainment devices (Dollar et al 2012), grocery shopping (Tekin-Iftar 2008), subtraction with regrouping (Rao and Kane 2009), and paragraph composition (Hudson, Hinkson-Lee, and Collins 2013).…”

mentioning

confidence: 99%

The Effects of Simultaneous Prompting on the Acquisition of Calculating Elapsed Time in Children with Autism

2014

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Simultaneous prompting has been effective in teaching a variety of skills, of different levels of complexity, to children with learning difficulties. The current study replicated and extended previous research by teaching three children with Autism to calculate elapsed time. Elapsed time is the duration from a start to end time. When the minutes of the start time are greater than the end time, regrouping is necessary. Simultaneous prompting was used to teach participants to discriminate the type of problem and engage in the respective behavior chain for problems that required (5-step) and did not require (3-step) regrouping. Results demonstrated that all three participants readily acquired the respective behavior chains and were able to accurately report the elapsed time for both types of problems.

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Teaching the reading of connected text through sight-word instruction to students with moderate intellectual disabilities

Cited by 26 publications

References 9 publications

Effects of Using Simultaneous Prompting and Computer-Assisted Instruction During Small Group Instruction

Effects of Using Simultaneous Prompting and Computer-Assisted Instruction During Small Group Instruction

Developing an Early Reading Intervention Aligned With the Down Syndrome Behavioral Phenotype

The Effects of Simultaneous Prompting on the Acquisition of Calculating Elapsed Time in Children with Autism

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