Comparison of the Acquisition and Maintenance of Teaching Functional and Core Content Sight Words in Special and General Education Settings

Abstract

In this investigation, the acquisition of both functional and core content sight Words Was compared as replicated across three formats: direct massed trial instruction in a special education resource room, direct distributed trial instruction in a general education classroom, and embedded distributed trial instruction in a general education classroom. Four students With moderate disabilities across three age groups participated. During direct instructional trials, both functional and core content sight Words Were presented using a constant time delay procedure. During embedded trials, the students received instruction in the same manner as their peers Without disabilities (e.g., teacher lecture, Worksheets, activities). Although the results varied slightly across participants, there Were minimal differences in the acquisition and maintenance of both functional and core content sight Words across the three presentation formats.

Teaching science skills and knowledge to students with developmental disabilities: A systematic review

“…Ten studies included interventions delivered in general education classrooms (e.g., McDonnell et al, ). Two interventions were delivered in both special and general education classrooms (e.g., Collins et al, ), and another two interventions were in different settings—one in a kitchenette (Miller & Taber‐Doughty, ) and one in a greenhouse (Collins et al, ). One study did not provide a detailed description of the setting (Carnahan & Williamson, ).…”

“…The majority of the studies targeted science vocabulary and concepts (n = 18) (e.g., Collins et al, 2007;Knight et al, 2012). Two studies focused on science inquiry skills (e.g., Miller & Taber-Doughty, 2014), and six studies included targets related to both science inquiry and vocabulary (e.g., Jimenez et al, 2009).…”

“…The majority of interventions used components of systematic instruction (see later for definition) (n = 23) (e.g., Browder et al, 2010;Collins et al, 2007;Knight et al, 2013;McDonnell et al, 2006). Five studies used self-directed learning (see later for definition) (e.g., Roberts & Joiner, 2007), and two studies focused on comprehension-based instruction (see later for definition) (e.g., Carnahan & Williamson, 2013).…”

Teaching Core Content with Real-Life Applications to Secondary Students with Moderate and Severe Disabilities

“…Researchers have investigated an embedded approach to instruction of students with MSD (e.g., Collins, Evans, Galloway, Karl, & Miller, 2007;Jameson, McDonnell, Johnson, Riesen, & Polychronis, 2007;McDonnell, Johnson, Polychronis, & Riesen, 2002;McDonnell et al, 2006). The focus of embedded instruction is often social skills, communication, or motor skills.…”

Acquisition of mathematical vocabulary using constant time delay with individuals with moderate and severe disabilities.

“…The Collins, Evans, Creech-Galloway, Karl, and Miller (2007) study looked at the acquisition of functional and core content vocabulary recognition for four students with moderate and severe disabilities. The students' IQ's were reported as being 50, 40, 43, and 46 (Collins et aI., 2007).…”