ERIC Number: EJ942502
Record Type: Journal
Publication Date: 2011-Sep
Pages: 13
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-2154-1647
EISSN: N/A
Using Shared Stories and Individual Response Modes to Promote Comprehension and Engagement in Literacy for Students with Multiple, Severe Disabilities
Browder, Diane M.; Lee, Angela; Mims, Pam
Education and Training in Autism and Developmental Disabilities, v46 n3 p339-351 Sep 2011
This study investigated the effects of scripted task analytic lessons with systematic prompting on engagement and comprehension of students with a multiple, severe disability using a multiple probe single case design. Three teachers followed the scripts to include a target student in a story based lesson to increase comprehension and engagement. All three students had both a severe intellectual disability and either a severe physical or sensory impairment and relied primarily on nonsymbolic communication prior to the study. Each student used a different response mode to participate in the story based lesson (i.e., eye gaze response for a student with inconsistent hand use, point response for a student who grabbed, and object response for a student with visual impairments). Results indicated increases in both comprehension and engagement for all three students. Limitations and implications for research and practice are discussed. (Contains 1 table and 2 figures.)
Descriptors: Multiple Disabilities, Severe Disabilities, Literacy, Task Analysis, Prompting, Story Reading, Learner Engagement, Listening, Comprehension, Elementary School Students, Responses, Nonverbal Communication
Division on Autism and Developmental Disabilities, Council for Exceptional Children. DDD, P.O. Box 3512, Fayetteville, AR 72702. Tel: 479-575-3326; Fax: 479-575-6676; Web site: http://www.dddcec.org
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: H324K040004
What Works Clearinghouse Reviewed: Meets Evidence Standards with Reservations
WWC Study Page: https://ies.ed.gov/ncee/wwc/Study/85833