Moderate Intellectual Disabilities and Technology » książka
Moderate Intellectual Disabilities and Technology
ISBN-13: 9783639131970 / Angielski / Miękka / 2009 / 128 str.
Educators of students with more severe intellectual disabilities face a significant challenge in preparing their students while in school to function, acquire, and maintain skills that would facilitate successful performance and transition to the workforce. This research investigated effectiveness/efficiency of three schedules in skill acquisition and generalization of two-way radio usage to report task completion by students with moderate intellectual disabilities. The schedules were: community-based instruction(CBI), community based instruction plus simulated instruction in the classroom(CBISC)and simulated instruction in the classroom(SICO). Nine students with moderate intellectual disabilities were taught to use a two-way radio. The results revealed that CBI schedule was the overall most efficient schedule for skill acquisition. The second most efficient was the CBISC and the least efficient was SICO. Based on Mean scores, learning efficiency appeared to be greater for the CBI and CBISC participants. For generalization, the CBISC appeared to be the most effective followed by SICO. CBI schedule appeared to be the least effective for skill generalization
Educators of students with more severe intellectualdisabilities face a significant challenge inpreparing their students while in school to function,acquire, and maintain skills that would facilitatesuccessful performance and transition to theworkforce. This research investigatedeffectiveness/efficiency of three schedules in skillacquisition and generalization of two-way radio usageto report task completion by students with moderateintellectual disabilities. The scheduleswere:community-based instruction(CBI),community basedinstruction plus simulated instruction in theclassroom(CBISC)and simulated instruction in theclassroom(SICO). Nine students with moderateintellectual disabilities were taught to use atwo-way radio. The results revealed that CBI schedulewas the overall most efficient schedule for skillacquisition. The second most efficient was the CBISCand the least efficient was SICO. Based on Meanscores, learning efficiency appeared to be greaterfor the CBI and CBISC participants. Forgeneralization, the CBISC appeared to be the mosteffective followed by SICO. CBI schedule appeared to be the least effective for skill generalization.
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