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Effects of Direct Instruction on the Acquisition of Prepositions by Students with Intellectual Disabilities

Hicks, S.
Abstract:
This article examined the use of direct instruction for teaching the use of prepositions to students with intellectual disabilities. Two African-American middle school boys were included in the study. Each had been diagnosed with multiple disabilities, but had sufficient verbal skills to communicate their basic needs. Results indicated a functional relationship between direct instruction and the students’ use of and response to prepositions. Direct instruction appeared to be an effective approach to teach prepositions to students with intellectual disabilities. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).
Research areas:
Year:
2011
Main publication type:
Program Effectiveness
Subtype:
Article
Keywords:
Direct Instruction; developmental disabilities; language; prepositions
Source:
Journal of Applied Behavior Analysis
Volume:
44
Number:
3
Pages:
675-679
Design type:
Single study
Fidelity monitored:
Yes
Students included:
Students with intellectual disabilities, African-American students
Other tags:
Direct instruction, developmental disabilities, language, prepositions
Location/Setting:
Middle school, North Carolina

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