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ERIC Number: EJ1049725
Record Type: Journal
Publication Date: 2013
Pages: 11
Abstractor: As Provided
ISSN: ISSN-1540-7969
Using a Simultaneous Prompting Procedure with an iPad to Teach the Pythagorean Theorem to Adolescents with Moderate Intellectual Disability
Creech-Galloway, Carey; Collins, Belva C.; Knight, Victoria; Bausch, Margaret
Research and Practice for Persons with Severe Disabilities, v38 n4 p222-232 Win 2013
Providing standards-based instruction in core content areas for individuals with moderate and severe disabilities is a hot topic in the field of special education, and teachers struggle to find the best methods for providing high-quality standards-based instruction in core content areas that also has personal relevance for the students. This investigation evaluated the effectiveness of a simultaneous prompting procedure to teach four adolescents with moderate intellectual disabilities to use the Pythagorean theorem to solve real-life scenarios (i.e., sewing, using a ladder, finding dimensions of a screen) shown on a short video on an iPad. A multiple probe design across participants evaluated the effectiveness of the procedure. Results indicate the participants acquired the skill of using the Pythagorean theorem and generalized it to additional real-life, novel problems. Social validity, limitations, and implications for practitioners are also discussed.
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Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A