Training Peers to Teach Reading Comprehension to Students with Extensive Support Needs

被引：0

作者：

Pennington, Robert C. ^{[1
]}

Wakeman, Shawnee ^{[1
]}

Saunders, Alicia F. ^{[1
]}

Cerrato, Brett M. ^{[1
]}

机构：

[1] Univ North Carolina Charlotte, Charlotte, NC 28223 USA

来源：

EDUCATION AND TRAINING IN AUTISM AND DEVELOPMENTAL DISABILITIES | 2022年 / 57卷 / 04期

关键词：

LISTENING COMPREHENSION; SYSTEMATIC INSTRUCTION; MODERATE DISABILITIES; SCHOOL-STUDENTS; INTERVENTIONS; LITERACY; DESIGN; AUTISM;

D O I：

暂无

中图分类号：

G76 [特殊教育];

学科分类号：

040109 ;

摘要：

In the current study, we taught three middle school peers without disabilities to implement a commercially available literacy program with students with extensive support needs (ESN). Our teaching package included behavior skills training, ongoing feedback, and visual supports. We employed a multiple probe across participants design to evaluate the efficacy of the training package. Data indicated it was effective in improving the peers' performance. Further, the majority of participants reported favorable perceptions of the peer implemented package.

引用

页码：430 / 445

页数：16

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