ERIC Number: EJ1020144
Record Type: Journal
Publication Date: 2014-Feb
Abstractor: As Provided
The Additive Effects of Scripted Lessons Plus Guided Notes on Science Quiz Scores of Students with Intellectual Disability and Autism
Jimenez, Bree A.; Lo, Ya-yu; Saunders, Alicia F.
Journal of Special Education, v47 n4 p231-244 Feb 2014
This study examined the effects of scripted lessons (SLs) alone and in combination with guided notes during science instruction on science quiz scores of three elementary students with moderate to severe intellectual disability and autism. This study used a multiple probe across three science units design with replication across students and included four conditions of baseline, SLs, scripted lessons plus guided notes (SLs + GNs), and maintenance. Results showed a change in level from baseline to the SLs condition for all three participants and additional slight improvement in scores during the SLs + GNs condition for two participants. Furthermore, acquisition of science content was maintained over time for all participants. Implications for research and practice are discussed.
Descriptors: Science Tests, Scores, Science Instruction, Direct Instruction, Notetaking, Elementary School Science, Instructional Effectiveness, Elementary School Students, Moderate Mental Retardation, Severe Mental Retardation, Autism, Pervasive Developmental Disorders, Grade 3, Grade 4, Science Achievement
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: firstname.lastname@example.org; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Primary Education; Early Childhood Education; Grade 3; Grade 4; Intermediate Grades
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R324A080014