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ERIC Number: ED480288
Record Type: RIE
Publication Date: 2003-Apr
Pages: 17
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Translating Research into Practice for Instruction of Students with Moderate Disabilities.
Houston, Debby; Thomas, Jan
This report summarizes the results of research studies on instructional practices that significantly affect the cognitive, language, or mental abilities of students with disabilities. The investigation reviewed current research on instruction of students with moderate disabilities and sought to identify effective instructional practices. The steps were to define the term instructional practice, develop a rubric for evaluation of the research, identify the instructional practices used with students with moderate disabilities from the research literature, analyze and summarize the research articles, and validate findings using a task force of individuals with expertise in either instructional practices or working with students with disabilities. Based upon the research analysis rubric, 73 research articles were summarized. The following 17 of the 22 instructional practices were rated effective by category: (1) response prompting: auditory prompts, constant time delay, progressive time delay, simultaneous prompting, least prompts; (2) stimulus modification: behavior chaining, stimulus shaping, and stimulus fading; (3) naturalistic teaching: incidental teaching, observational learning, Mand model; (4) organization of instruction: peer-mediated instruction, group instruction, and direct instruction; and (5) learning processes: cognitive process strategy, multiple exemplars, and discrimination learning theory. An appendix explains the various instructional strategies. (CR)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Developed through the Accommodations and Modifications for Students with Disabilities Project, Center for Performance Technology, Florida State University and funded by the State of Florida, Department of Education, Division of Public Schools and Community Education, Bureau of Instructional Support and Community Services, through federal assistance under the Individuals with Disabilities Education Act (IDEA), Part B. Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, April 21-25, 2003).