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ERIC Number: EJ940751
Record Type: Journal
Publication Date: 2011
Pages: 14
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1540-7969
Evaluating Evidence-Based Practice in Teaching Science Content to Students with Severe Developmental Disabilities
Spooner, Fred; Knight, Vicki; Browder, Diane; Jimenez, Bree; DiBiase, Warren
Research and Practice for Persons with Severe Disabilities (RPSD), v36 n1-2 p62-75 Spr-Sum 2011
A comprehensive review of the literature was conducted for articles published between 1985 and May 2009 to (a) examine the degree to which science content was taught to students with severe developmental disabilities and (b) and evaluate instructional procedures in science as evidence-based practices. The review was organized by a conceptual model developed for science content. Seventeen experiments were analyzed for research quality where science content was taught to this population; 14 of these studies were viewed to be of high or adequate quality. In general, we found systematic instruction as an overarching instructional package to be an evidence-based practice for teaching science content. Furthermore, components of systematic instruction (i.e., task analytic instruction and time delay) were analyzed. We discuss the outcomes to reflect how to teach science, what science content to teach, why to teach science, and recommendations for future research and practice. (Contains 2 tables and 1 figure.)
TASH. 1025 Vermont Avenue 7th Floor, Washington, DC 20005. Tel: 202-263-5600; Fax: 202-637-0138; Web site: http://www.tash.org/publications/rpsd/rpsd.html
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R324A080014