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King, Seth; Johnson, Hayley E.; Burch, Taneal; Chitiyo, Argnue – Research and Practice for Persons with Severe Disabilities, 2019
Feeding disorders exhibited by children with developmental disabilities, which include limiting food intake or refusing to consume solid foods, often result in poor health consequences. Interventions for feeding disorders vary in terms of their acceptability to children with disabilities and their families. One specific procedure, the…
Descriptors: Eating Disorders, Developmental Disabilities, Probability, Adolescents
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Root, Jenny R.; Cox, Sarah K.; Gonzalez, Stephanie – Research and Practice for Persons with Severe Disabilities, 2019
Data analysis inherently requires problem solving, yet it is the most understudied mathematical skill for individuals with extensive support needs. The current study taught elementary students with extensive support needs (i.e., autism and intellectual disability) to solve math word problems requiring analysis of scaled pictographs through…
Descriptors: Special Needs Students, Problem Solving, Mathematics Skills, Elementary School Students
Shogren, Karrie A.; Burke, Kathryn M.; Anderson, Mark H.; Antosh, Anthony A.; Wehmeyer, Michael L.; LaPlante, Terri; Shaw, Leslie A. – Research and Practice for Persons with Severe Disabilities, 2018
This study examined the differential impact of implementing the "Self-Determined Learning Model of Instruction" (SDLMI) alone with implementing the SDLMI combined with "Whose Future Is It?" with transition aged students with intellectual disability in a cluster randomized trial in the state of Rhode Island. The state of Rhode…
Descriptors: Program Evaluation, Program Implementation, Intervention, Self Determination
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Morningstar, Mary E.; Shogren, Karrie A.; Lee, Hyunjoo; Born, Kiara – Research and Practice for Persons with Severe Disabilities, 2015
This descriptive study examined observational data collected in inclusive classrooms from six schools that were operating schoolwide inclusive policies and practices. Illustrative evidence of classroom practices supporting learning and participation of all students, including students with significant disabilities, adds to an understanding of…
Descriptors: Observation, Inclusion, Regular and Special Education Relationship, School Policy
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Wood, Leah; Browder, Diane M.; Flynn, Lindsay – Research and Practice for Persons with Severe Disabilities, 2015
Using a modified system of least prompts, two classroom teachers taught three participants with moderate intellectual disability to generate questions about United States history. After reading brief portions of the text aloud to the participants, the teachers taught participants to identify if the answer to the question was in the book or not in…
Descriptors: Social Studies, Teaching Methods, Inclusion, Moderate Intellectual Disability
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Spooner, Fred; Kemp-Inman, Amy; Ahlgrim-Delzell, Lynn; Wood, Leah; Ley Davis, Luann – Research and Practice for Persons with Severe Disabilities, 2015
Literacy is an important skill for accessing all academic content areas, and there has been an increased focus on using a variety of assistive technology (AT) to support the acquisition of literacy skills for students with severe disabilities. Literacy also provides these students with skills to increase community participation, with independence,…
Descriptors: Handheld Devices, Severe Disabilities, Elementary School Students, Generalization
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Spooner, Fred; Ahlgrim-Delzell, Lynn; Kemp-Inman, Amy; Wood, Leah A. – Research and Practice for Persons with Severe Disabilities, 2014
Literacy skills are important for accessing all areas of academic content as well as for increasing quality of life. The use of shared stories to teach early literacy skills to students with extensive support needs, including students with autism, is an evidence-based practice. This project extends the research by examining the effects of…
Descriptors: Autism, Elementary School Students, Teaching Methods, Educational Technology
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Hudson, Melissa E.; Browder, Diane M. – Research and Practice for Persons with Severe Disabilities, 2014
This study evaluated the effects of a peer-delivered least prompts intervention and adapted read-alouds of a grade-level novel on correct listening comprehension responses for participants with moderate intellectual disability. Before the study began, participants were taught concepts for wh- words (i.e., who, what, why, when, and where), to…
Descriptors: Listening Comprehension, Prompting, Intervention, Oral Reading
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Weiner, Jan S. – Research and Practice for Persons with Severe Disabilities (RPSD), 2005
Conversation skills are critical to learning and the development of social relationships. Some students with severe disabilities have a difficult time conversing with their nondisabled classmates because of their unintelligible verbalizations or an inability to correct or repair a message that may have been misunderstood by their conversational…
Descriptors: Change Agents, Interpersonal Competence, Interpersonal Communication, Disabilities