ERIC Number: EJ1045753
Record Type: Journal
Publication Date: 2014-Dec
Pages: 13
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-2154-1647
EISSN: N/A
Self-Monitoring Checklists for Inquiry Problem-Solving: Functional Problem-Solving Methods for Students with Intellectual Disability
Miller, Bridget; Taber-Doughty, Teresa
Education and Training in Autism and Developmental Disabilities, v49 n4 p555-567 Dec 2014
Three students with mild to moderate intellectual and multiple disability, enrolled in a self-contained functional curriculum class were taught to use a self-monitoring checklist and science notebook to increase independence in inquiry problem-solving skills. Using a single-subject multiple-probe design, all students acquired inquiry problem-solving skills during exposure to functional guided science inquiry lessons and demonstrated the problem-solving skills independently. Students successfully generalized inquiry problem-solving skills to two functional problem scenarios during a generalization phase.
Descriptors: Check Lists, Self Management, Inquiry, Problem Solving, Mild Mental Retardation, Moderate Mental Retardation, Multiple Disabilities, Science Instruction, Active Learning, Middle School Students, Student Journals, Intervention, Instructional Effectiveness, Generalization, Validity
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://daddcec.org/Publications/ETADDJournal.aspx
Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools; Secondary Education; Junior High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A