Embedded Simultaneous Prompting Procedure to Teach STEM Content to High School Students with Moderate Disabilities in an Inclusive Setting

Effects of an embedded simultaneous prompting procedure to teach STEM (science, technology, engineering, math) content to three secondary students with moderate intellectual disabilities in an inclusive general education classroom were evaluated in the current study. Students learned discrete (i.e.,...

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Bibliographic Details
Published in:Education and training in autism and developmental disabilities 2016-03, Vol.51 (1), p.41-54
Main Authors: Heinrich, Sara, Collins, Belva C., Knight, Victoria, Spriggs, Amy D.
Format: Article
Language:English
Subjects:
Acquisitions & mergers
Children
Classrooms
Core curriculum
General Education
Generalization
High School Students
Inclusion
Instructional Effectiveness
Intellectual disabilities
Intelligence Tests
Intervention
Learning
Mathematics education
Mathematics Skills
Mathematics teachers
Moderate Intellectual Disability
Paraprofessionals
Peers
Prompting
Researchers
Secondary school students
Sight Vocabulary
Skill Development
Skills
Social research
Special education
Special education teachers
STEM Education
Students with disabilities
Studies
Teaching
Wechsler Intelligence Scale for Children
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Summary:Effects of an embedded simultaneous prompting procedure to teach STEM (science, technology, engineering, math) content to three secondary students with moderate intellectual disabilities in an inclusive general education classroom were evaluated in the current study. Students learned discrete (i.e., geometric figures, science vocabulary, or use of technology to publish) and chained tasks (i.e., linear equation, Punnett square, or Internet research) from a peer tutor and paraprofessionals. Using a multiple probe across participants design, results showed students reached criterion in two to eight sessions and maintained the skills for one month following intervention. Generalization was also at higher levels than in the baseline condition. In addition, general education students who attended class with the participants expressed positive comments based on the intervention.
ISSN:2154-1647