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ERIC Number: EJ1015395
Record Type: Journal
Publication Date: 2013
Pages: 12
Abstractor: As Provided
ISSN: ISSN-0741-9325
Effects of Simulation to Teach Students with Disabilities Basic Finance Skills
Rowe, Dawn A.; Test, David W.
Remedial and Special Education, v34 n4 p237-248 Jul-Aug 2013
This study used a multiple probe design across participants to examine the effects of classroom simulation using static picture prompts to teach students to make a purchase using a debit card and track expenses by subtracting purchase amounts and adding deposits into a check register. Results demonstrated a functional relation between simulated instruction and students' ability to complete a 20-step task analysis of debit card use and expense and deposit tracking in a check register. Students were able to generalize purchasing skills to new community settings up to 5 weeks after intervention. Implications for practice and recommendations for future research are described. (Contains 3 tables and 1 figure.)
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Reports - Research; Journal Articles
Education Level: High Schools; Secondary Education; Grade 10
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A