Education and Training in Developmental Disabilities - Division on ...

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Figure 1. Percentage of occurrence of class engagement behaviors. jectives by all participants, a pre-/post-test design on the performance level of lesson objectives through self-assessment by the participants was employed. Before <strong>and</strong> after each rubric was applied to Korean language class, the students assessed their own performance level of lesson objectives us<strong>in</strong>g the rubric, result<strong>in</strong>g <strong>in</strong> four pre-/post-test scores. Students with mild mental retardation reviewed the assessment result with the researcher <strong>and</strong> the teacher before they put their f<strong>in</strong>al scores on the rubric. Results 402 / <strong>Education</strong> <strong>and</strong> <strong>Tra<strong>in</strong><strong>in</strong>g</strong> <strong>in</strong> <strong>Developmental</strong> <strong>Disabilities</strong>-September 2009 Class Engagement Behaviors of Students with Mild Mental Retardation Results <strong>in</strong>dicated that the <strong>in</strong>tervention of implement<strong>in</strong>g <strong>in</strong>structional rubrics <strong>in</strong> Korean language class was effective <strong>in</strong> improv<strong>in</strong>g class engagement behaviors of all participants with mild mental retardation (See Figure 1). As demonstrated <strong>in</strong> Figure 2, the overall occurrence of the three subcategories of target be-
Figure 2. Percentage of occurrence of class engagement behaviors by subcategories (W/I: work <strong>in</strong>dependently, W/P: work with peers, T/N: take down notes, L/L: listen to a lecture). haviors, except ‘take down notes’ category, substantially improved, especially ‘work <strong>in</strong>dependently’ category, which dramatically <strong>in</strong>- creased across all conditions. The occurrence of class engagement behaviors of Student 1 <strong>in</strong>creased to an average of 71.6% (range Effects of Instructional Rubrics / 403
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Education
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Education
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Education
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Best Practices in
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plication facts to middle school st
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Multiculturalism, Religion, <strong
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disability that are conveyed throug
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the rest of society until acted upo
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abilities as an opportunity for spi
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ability and qualit
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TABLE 1 Dolly Gray Children’s Lit
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who did not clearly have a developm
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TABLE 3 Juvenile Literature with Ma
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TABLE 5 Characterizations i
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drome in The Duche
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Special Olympics). Most of the recr
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“add depth and m
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Gresham, Kern, Barreras, Thornton,
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number of cases of sin</str
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TABLE 1 Continued
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TABLE 1 Continued
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TABLE 1 Continued
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TABLE 2 Continued
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TABLE 2 Continued
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TABLE 2 Continued
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TABLE 2 Continued
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Target Behaviors A number of social
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to promote social skills in
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*Hine, J. F., & Wo
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Learn by Doing: A
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implemented is consistent across pe
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concludes the program with an empha
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TABLE 2 Scholar Pretest Directions:
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