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ERIC Number: EJ1072080
Record Type: Journal
Publication Date: 2015-Sep
Pages: 13
Abstractor: As Provided
Reference Count: 34
ISSN: ISSN-2154-1647
Using Science Inquiry Methods to Promote Self-Determination and Problem-Solving Skills for Students with Moderate Intellectual Disability
Miller, Bridget; Doughty, Teresa; Krockover, Gerald
Education and Training in Autism and Developmental Disabilities, v50 n3 p356-368 Sep 2015
This study investigated the use of guided science inquiry methods with self-monitoring checklists to support problem-solving for students and increased autonomy during science instruction for students with moderate intellectual disability. Three students with moderate intellectual disability were supported in not only accessing the general curriculum science standards, but also building self-determination skills when applying inquiry problem-solving skills to functional daily applications. A multiple probe across students design was used to establish a functional relationship between the percent of inquiry problem-solving steps performed independently and the use of self-monitoring checklists during traditional and functional-based science activities. Results indicated that following intervention students increased their autonomy in completing inquiry problemsolving activities linked to science content. In addition, students were able to successfully generalize these skills when presented with novel problem-solving tasks related to daily living situations.
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: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A