Teaching Individuals with Down Syndrome and Moderate or Severe Intellectual Disability with The Aim of Their Acquiring, Retaining and Recalling Knowledge: An Intervention Programme for Discovering and Understanding The Environment

Abstract

<p class="p1">Three adults with Down syndrome (DS, hereafter) and moderate or severe intellectual disability were taught the growth stages of wheat (cultivation, tillage, threshing), the products that are derived from it<del cite="mailto:reviewer" datetime="2021-10-24T06:08">,</del> and how this staple human food grain is produced, with the aim of their acquiring knowledge, retaining it and being able to recall it from memory. A quasi-experimental baseline design was implemented. The participants were taught using questions and images, and their answers were examined and re-examined after withdrawing the initial training tools (questions and images) in order to show whether they were able to acquire, retain and recall the knowledge. The intervention program<ins cite="mailto:reviewer" datetime="2021-10-24T06:05">me</ins> lasted two months. In order to check the effectiveness of the intervention and the maintenance of the new information<ins cite="mailto:reviewer" datetime="2021-10-24T11:16">,</ins> as well as to draw the respective conclusions, evaluations were carried out before the intervention, <del cite="mailto:reviewer" datetime="2021-10-24T06:10">right </del><ins cite="mailto:reviewer" datetime="2021-10-24T06:10">immediately </ins>after it<ins cite="mailto:reviewer" datetime="2021-10-24T06:10"> and </ins><del cite="mailto:reviewer" datetime="2021-10-24T06:10">, but also </del>two weeks after its completion. The results showed that the three participants acquired knowledge about the growth stages of wheat, its products<del cite="mailto:reviewer" datetime="2021-10-24T06:10">,</del> and this staple human food, they retained that knowledge and were able to recall and narrate it in two subsequent probes conducted one and two weeks after the initial probe without the help of questions and images. The results of this intervention show that individuals with DS and moderate or severe intellectual disability can be educated and acquire knowledge, as well as retain and recall it. An additional important finding is that repeated recalling of knowledge promotes long-term retention.</p>

Teaching Individuals with Developmental Disabilities Basic Cooking Skills: A Single Case Research

“…Behavior during the subsequent probe should be compared with the behavior in the baseline condition [62]. Such programs are frequently implemented, especially when the aim of a study is to change a behavior though training [8,9].…”

“…It is widely acknowledged that students with ID are a distinct group and that each student with ID has unique educational needs [7]. Supports, such as visual images [8,9], innovative augmentedreality games [10], and strategies, such as video modeling and video prompting, can have positive effects on individuals with ID [11] as far as the teaching skills (e.g., daily living, employment, leisure, and academic skills) are concerned.…”

Discharge of pedagogic duties: a bootstrapped structural equation modelling of teachers’ use of research materials in school libraries

“…This hypothesis was developed because, during the feedback process, teachers can identify differences in learners to reshape their subsequent teaching and evaluation activities. For instance, a study has shown that structured instruction using visual and/or verbal cues, direct teaching, and systematic instructor feedback may aid in the long-term retention and retrieval of new knowledge for people with down syndrome and intellectual impairment (Lappa & Mantzikos, 2021). Following the series of hypotheses formulated for this study, the conceptual model (Figure 1) was developed.…”