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50 Years of ERIC
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Peer reviewed Peer reviewed
ERIC Number: EJ510031
Record Type: CIJE
Publication Date: 1995
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-1079-3917
Promoting Independence in Integrated Classrooms by Teaching Aides to Use Activity Schedules and Decreased Prompts.
Hall, Laura J.; And Others
Education and Training in Mental Retardation and Developmental Disabilities, v30 n3 p208-17 Sep 1995
This study aimed to increase the independent engagement of integrated elementary students with disabilities, by decreasing prompts from aides and using pictorial activity schedules to diminish dependence on adult support. A nonconcurrent multiple-baseline design, replicated across three aide-child pairs, revealed that the intervention resulted in prompt reduction by the integration aides. (Author/DB)
Descriptors: Cues, Elementary Secondary Education, Inclusive Schools, Inservice Education, Mental Retardation, Paraprofessional School Personnel, Personal Autonomy, Pictorial Stimuli, Prompting, Scheduling, Staff Development, Training Methods
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A