Education and Training in Autism and Developmental Disabilities

TABLE 3 (Continued)
Student Steps
B. Investigate & Describe
Relationships
5. Student tells how he/
she will gather
information about the
subject (use of 5 senses)
6. Student tells what is the
same (pattern)
7. Student tells what is
different (pattern)
Example Lesson Steps 1. Magnetism
Lesson 2. Simple Machines
(Inclined Plane Lesson)
Teachers were asked to tally the number of
times the terms were used by the students
during any lessons that were not observed by a
data collectors and keep anecdotal records of
Examples of Correct Student
Responses Incorrect Responses
1. Students were asked to tell 1. Independently respond
the teacher how they would to the teacher’s request
gather information to find to tell how they would
out what they would like to gather information
know and were given verbal
and picture choices to help
them make decisions (e.g.,
ask the teacher, look in a
book, experiment (try out)
the materials)
2. Same as example 1 2. Same as example 1
1. Students were given some
of the materials and asked
to respond to what was the
same about some of the
objects (given verbal and
picture choices; e.g.,
students were shown
objects that were the same
1. Independently provide a
correct response to the
teacher’s request to tell
what was the same about
the objects they were
looking at
color or size)
2. Students were asked to 2. Independently provide a
look at the two pieces of correct response to the
wood and respond to what teacher’s request to tell
was the same (given verbal what was the same about
and picture choices; e.g., the two pieces of wood
they were both the same
size, same color)
they were looking at
1. Students were given some 1. Independently provide a
of the materials (i.e., 1 correct response to tell
object made of wood, 1 what was different about
object made of plastic; one the objects they were
object made of metal) and
asked to respond to what
was different about the
objects (give verbal and
picture choices)
looking at
2. Students were asked to 2. Independently provide a
look at the two pieces of correct response to the
wood and respond to what teacher’s request to tell
was different (given verbal what was different about
and picture choices; e.g., the two pieces of wood
one is on the floor; one is
leaning on the shelving)
they were looking at
5. Does not
respond;
responds with a
sense that is
incorrectexample-eating
something that
is not edible
6. Does not
respond;
chooses
dissimilar
characteristics;
chooses an
incorrect pattern
7. Incorrect-Does
not respond;
chooses similar
characteristics;
chooses an
incorrect pattern
the use of the terms by the students outside of
a science lesson. The teachers were asked to
record which term was used and the context
in which the term was used.
386 / Education and Training in Autism and Developmental Disabilities-September 2010