ERIC Number: EJ1049725
Record Type: Journal
Publication Date: 2013
Pages: 11
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1540-7969
EISSN: N/A
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.
Descriptors: Teaching Methods, Prompting, Educational Technology, Handheld Devices, Technology Uses in Education, Adolescents, Moderate Mental Retardation, Mathematical Concepts, Mathematics Instruction, Problem Solving, Special Education, Skill Development, Core Curriculum, Geometry, Secondary School Students, Maintenance, Generalization
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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