Using a Simultaneous Prompting Procedure to Embed Core Content When Teaching a Potential Employment Skill

被引：21

作者：

Collins, Belva C. ^{[1
]}

Terrell, Misty ^{[1
]}

Test, David W. ^{[1
]}

机构：

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

来源：

CAREER DEVELOPMENT AND TRANSITION FOR EXCEPTIONAL INDIVIDUALS | 2017年 / 40卷 / 01期

关键词：

mild intellectual disability; simultaneous prompting; nontargeted information; science core content; MODERATE INTELLECTUAL DISABILITY; STUDENTS; SCHOOL;

D O I：

10.1177/2165143416680347

中图分类号：

G76 [特殊教育];

学科分类号：

040109 ;

摘要：

This investigation used a multiple-probe-across-participants design to examine the effects of using a simultaneous prompting procedure to teach four secondary students with mild intellectual disabilities the employment task of caring for plants in a greenhouse. The instructor also embedded photosynthesis science content as nontargeted information within instructional trials on the task analysis. Following the intervention, all four participants achieved criterion on the employment task and increased their knowledge of core science content. Maintenance data indicated students retained both skills for up to 8 weeks following intervention. Implications for practice and suggestions for research are discussed.

引用

页码：36 / 44

页数：9

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