This study investigated the effects of teaching middle school students with mathematics disabilities equivalent fraction concepts and procedures using the concrete-representational-abstract (CRA) instructional sequence or the representational-abstract (RA) instructional sequence. Twenty-six students formed the CRA group, and 24 students formed the RA group. The two treatment groups received carefully sequenced instruction over 10 lessons. The only difference between the two treatment groups was that the CRA group used concrete manipulative devices for the first three lessons while the RA group used representational drawings. Analyses of the data indicated that students in both treatment groups improved overall in their understanding of fraction equivalency from pretest to posttest. On all achievement measures, students in the CRA group had overall higher mean scores than did students in the RA group. Implications for classroom instruction and suggestions for further research are discussed.
The purpose of this study Was to investigate the efficacy of using the SCORE Skills Strategy (Vernon, Schumaker, & Deshler, 1996) to teach high-functioning adolescents With autism spectrum disorders five important social skills. Ten male participants ranging in age from 12 to 17 took part in a 10-Week program. Results obtained using a multiple-baseline-across-skills design and a multiple-probe design indicate that all of the boys made significant gains in performance of the five targeted social skills and that the SCORE Skills Strategy is a viable program to use With high-functioning adolescents With autism spectrum disorder. The results further indicate that consumer satisfaction Was high for both the participants and their parents.
A systematic search of the literature from 1989 through 1998 was conducted to identify and analyze mathematics interventions for students with mild-to-moderate mental retardation. We found that the focus of instruction has shifted from basic skills instruction to computation and problem-solving instruction. Techniques such as constant-time delay, peer tutoring, time trials, and direct instruction proved beneficial in improving mathematics skills. Further, students with mental retardation learned to employ cognitive strategies successfully when these techniques were included. Although this information is promising, we recommend that further studies be conducted in secondary schools and in inclusive settings.
Since 1985, the Higber Education Consortium for Special education (HECSE) has followed the supply and demand needs of special education professionals at universities. A survey was developed and sent to all special education doctoral training programs. The survey yielded results that add to the existing data base on the continuing need for leadership personnel at the university level. Of particular note were the seemingly lower enrollments at IHEs as well as the growing number of doctoral graduates taking positions outside of higher education.
Providing effective supervision to preservice students enrolled in field-based practica continues to be a major challenge for university faculty. Fiscal and time constraints have necessitated the need to explore alternative models for providing feedback to students while they are placed in public school settings. Recently, researchers have begun to examine the appropriateness of infusing peer coaching procedures into teacher education programs. The results have been promising. The purpose of this particular study was to compare traditional university supervision to peer coaching procedures that were used to promote the acquisition of effective teacher behaviors. The firtdings of this investigation suggest that traditional university supervision and peer coaching procedures were equally effective for increasing desired teacher behaviors and decreasing undesired teacher behaviors. Moreover, students and their cooperating teachers both responded favorably to the peer coaching process.
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