etadd_47(3) - Division on Autism and Developmental Disabilities

culate tip and total bill after a meal in a restaurant).
Researchers recommend that providing
opportunities to use the strategy in real
context is a key component to ensure that
learners have mastered functional use of
money (Browder, Spooner, Ahlgrim-Delzell,
Harris, & Wakeman, 2008). Future researchers
need to include both training and probing
of functional skills for generalization to real
life situations using simulations, role play, and
training in multiple settings. On the other
hand, although we did not directly assess
learners’ ability to perform the task in real life
situations three students from the experimental
group reported that they applied the TIP
strategy in the restaurant and calculated the
tip and total bill using the calculator from
their cell phones. As an assistive technology to
compensate for the difficulties with mathematic
computation, the use of cell phone
calculator may be more appropriate for young
adults with disabilities because of its portability,
compatibility, and social appropriateness
(Raskind, 1998). With an increasing availability
and use of cell phone, teaching learners to
use a cell phone calculator may be a logical
extension of the TIP strategy we implemented
in the study.
Practical Implication
Teaching functional living skills will prepare
young adults with disabilities to be successful
in daily living, places of employment, and education
(Alwell & Cobb, 2009). Such instruction
will improve their quality of life and opportunities
that may result in self-determination
(Carter, Lane, Pierson, & Stang, 2008). Compared
to the typical duration and intensity level
of teaching functional life skills for young adults
with disabilities (i.e., three to four months at an
intensity of a few times per week; Alwell & Cobb,
2009), the TIP strategy required only six sessions
with a total duration of approximately three
hours. In addition, the teacher expressed satisfaction
with the strategy and instructional procedures.
He indicated that he wanted to use the
TIP strategy instruction procedures in the upcoming
year.
The results of the study also indicate that
the TIP strategy instruction may be a promising
strategy to teach learners with disabilities
to solve for problems that required using per-
centage values in a variety of contexts. It is
possible that educators can enhance the utility
and impact of the TIP strategy by including
procedures that promote the use of strategy
beyond the context in which it was taught and
teach learners how to modify the components
of the strategy to meet the new and different
task demand (Deshler et al., 1996; Fuchs &
Fuchs, 2003; Maccini, McNaughton, & Ruhl,
1999; Montague, 1997; Montague & Dietz,
2009).
Conclusion
Previous research has demonstrated the effectiveness
of cognitive strategy instruction in
academic areas for students with learning
disabilities. This study extended the research
by utilizing the strategy instruction in the
area of functional mathematical and problem
solving skills with postsecondary students
with severe learning disabilities and mild
mental retardation. Researchers should continue
this line of research for young adults
with intellectual disability with a focus on generalization
and a more flexible use of the
strategy.
References
Alwell, M., & Cobb, B. (2009). Functional life skills
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Browder, D. M., & Grasso, E. (1999). Teaching
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Browder, D. M., Spooner, F., Ahlgrim-Delzell, L.,
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