EFFECTS OF DIRECT INSTRUCTION ON THE ACQUISITION OF PREPOSITIONS BY STUDENTS WITH INTELLECTUAL DISABILITIES

Some students with intellectual disabilities require explicit instruction of language skills, including preposition use; however, little is known about effective ways to teach preposition use to this population. This study examined direct instruction (DI) to teach students to use and respond to prep...

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Veröffentlicht in:	Journal of applied behavior analysis 2011, Vol.44 (3), p.675-679
Hauptverfasser:	Hicks, S. Christy, Bethune, Keri S., Wood, Charles L., Cooke, Nancy L., Mims, Pamela J.
Format:	Artikel
Sprache:	eng
Schlagworte:	Adolescent Adolescents Adult and adolescent clinical studies Autism Biological and medical sciences Classrooms Concept Teaching Delayed Speech Developmental Disabilities Direct Instruction Education of Intellectually Disabled Educational Needs Feedback (Response) Form Classes (Languages) Generalization Generalization (Psychology) Humans Instructional Effectiveness Intellectual deficiency Intellectual disabilities Intellectual Disability Intellectual Disability - psychology Intellectual Disability - rehabilitation Language Language Acquisition Language Arts Language instruction Language Skills Learning disabilities Linguistics Male Males Medical sciences Mental Retardation Moderate Intellectual Disability Multiple Disabilities North Carolina Nouns Positive Reinforcement Precision Teaching Psychology. Psychoanalysis. Psychiatry Psychopathology. Psychiatry Skills Students Studies Teaching Teaching - methods Written Language
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Beschreibung
Zusammenfassung:	Some students with intellectual disabilities require explicit instruction of language skills, including preposition use; however, little is known about effective ways to teach preposition use to this population. This study examined direct instruction (DI) to teach students to use and respond to prepositions. Results indicated that DI was an effective way to teach prepositions. Limitations and directions for future research are discussed.
ISSN:	0021-8855 1938-3703
DOI:	10.1901/jaba.2011.44-675