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ERIC Number: EJ1016449
Record Type: Journal
Publication Date: 2013-Sep
Pages: 16
Abstractor: As Provided
ISSN: ISSN-2154-1647
Teaching Core Content Embedded in a Functional Activity to Students with Moderate Intellectual Disability Using a Simultaneous Prompting Procedure
Karl, Jennifer; Collins, Belva C.; Hager, Karen D.; Ault, Melinda Jones
Education and Training in Autism and Developmental Disabilities, v48 n3 p363-378 Sep 2013
The purpose of this study was to investigate the effects of a simultaneous prompting procedure in teaching four secondary students with moderate intellectual disability to acquire and generalize core content embedded in a functional activity. Data gathered within the context of a multiple probe design revealed that all participants learned the following core content during a cooking activity: (a) reading--reading and defining age appropriate content, (b) math--computing percentages in an applied problem, and (c) science--applications of force. Practical implications are discussed for teaching academic core content within meaningful and functional activities for students with moderate intellectual disability.
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:
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Kentucky
Identifiers - Laws, Policies, & Programs: Individuals with Disabilities Education Act; No Child Left Behind Act 2001
Identifiers - Assessments and Surveys: Wechsler Intelligence Scale for Children
Grant or Contract Numbers: N/A