Education and Training in Developmental Disabilities - Division on ...
Education and Training in Developmental Disabilities - Division on ...
Education and Training in Developmental Disabilities - Division on ...
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Figure 1. Percentage of occurrence of class engagement behaviors.<br />
jectives by all participants, a pre-/post-test design<br />
<strong>on</strong> the performance level of less<strong>on</strong><br />
objectives through self-assessment by the participants<br />
was employed. Before <str<strong>on</strong>g>and</str<strong>on</strong>g> after each<br />
rubric was applied to Korean language class,<br />
the students assessed their own performance<br />
level of less<strong>on</strong> objectives us<str<strong>on</strong>g>in</str<strong>on</strong>g>g the rubric, result<str<strong>on</strong>g>in</str<strong>on</strong>g>g<br />
<str<strong>on</strong>g>in</str<strong>on</strong>g> four pre-/post-test scores. Students<br />
with mild mental retardati<strong>on</strong> reviewed the assessment<br />
result with the researcher <str<strong>on</strong>g>and</str<strong>on</strong>g> the<br />
teacher before they put their f<str<strong>on</strong>g>in</str<strong>on</strong>g>al scores <strong>on</strong><br />
the rubric.<br />
Results<br />
402 / <str<strong>on</strong>g>Educati<strong>on</strong></str<strong>on</strong>g> <str<strong>on</strong>g>and</str<strong>on</strong>g> <str<strong>on</strong>g>Tra<str<strong>on</strong>g>in</str<strong>on</strong>g><str<strong>on</strong>g>in</str<strong>on</strong>g>g</str<strong>on</strong>g> <str<strong>on</strong>g>in</str<strong>on</strong>g> <str<strong>on</strong>g>Developmental</str<strong>on</strong>g> <str<strong>on</strong>g>Disabilities</str<strong>on</strong>g>-September 2009<br />
Class Engagement Behaviors of Students with<br />
Mild Mental Retardati<strong>on</strong><br />
Results <str<strong>on</strong>g>in</str<strong>on</strong>g>dicated that the <str<strong>on</strong>g>in</str<strong>on</strong>g>terventi<strong>on</strong> of implement<str<strong>on</strong>g>in</str<strong>on</strong>g>g<br />
<str<strong>on</strong>g>in</str<strong>on</strong>g>structi<strong>on</strong>al rubrics <str<strong>on</strong>g>in</str<strong>on</strong>g> Korean<br />
language class was effective <str<strong>on</strong>g>in</str<strong>on</strong>g> improv<str<strong>on</strong>g>in</str<strong>on</strong>g>g class<br />
engagement behaviors of all participants with<br />
mild mental retardati<strong>on</strong> (See Figure 1). As<br />
dem<strong>on</strong>strated <str<strong>on</strong>g>in</str<strong>on</strong>g> Figure 2, the overall occurrence<br />
of the three subcategories of target be-