etadd_47(3) - Division on Autism and Developmental Disabilities
etadd_47(3) - Division on Autism and Developmental Disabilities
etadd_47(3) - Division on Autism and Developmental Disabilities
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A sec<strong>on</strong>d limitati<strong>on</strong> of the current study is<br />
that while all students made gains, the gains in<br />
the measurement unit were minimal for three<br />
of the four students. This may have been an<br />
artifact of the specific task analysis <strong>on</strong> counting<br />
the next dollar amount. While the other<br />
task analyses <strong>on</strong>ly required the students to<br />
solve <strong>on</strong>e problem, because the next dollar<br />
task analysis was short, students solved three<br />
problems <strong>and</strong> the data were added together. If<br />
the student could not perform some steps, this<br />
would occur all three times. Students may also<br />
have been less motivated to repeat these resp<strong>on</strong>ses<br />
three times with no reinforcement for<br />
correct resp<strong>on</strong>ding.<br />
A third limitati<strong>on</strong> is that while the stories<br />
were focused <strong>on</strong> real life math applicati<strong>on</strong>s<br />
(e.g., going to the movies, shopping), the<br />
teacher did not assess generalizati<strong>on</strong> to these<br />
c<strong>on</strong>texts. The students did show generalizati<strong>on</strong><br />
to untrained story problems. It is unknown<br />
whether they also would have generalized<br />
these to community c<strong>on</strong>texts. While the<br />
teacher did use some generalizati<strong>on</strong> activities<br />
(e.g., voting to practice data compilati<strong>on</strong>), no<br />
data were collected.<br />
Implicati<strong>on</strong> for Practice <strong>and</strong> Future Research<br />
This study provided evidence to support that<br />
students with moderate <strong>and</strong> severe intellectual<br />
disability can learn middle school mathematics<br />
st<strong>and</strong>ards with a read-aloud of word problems,<br />
task analytic instructi<strong>on</strong> to solve the<br />
problem, <strong>and</strong> graphic organizer. The stories<br />
used helped focus the instructi<strong>on</strong> <strong>on</strong> real life<br />
applicati<strong>on</strong>s that are important to make the<br />
st<strong>and</strong>ards-based instructi<strong>on</strong> meaningful (e.g.,<br />
going to the movies.) In replicating these less<strong>on</strong>s<br />
with students, educators should c<strong>on</strong>sider<br />
stories that apply to students’ local envir<strong>on</strong>ments<br />
(e.g., story <strong>on</strong> Charlotte Speedway<br />
would not be relevant in some c<strong>on</strong>texts.) The<br />
graphic organizers may also need to be modified<br />
for students’ visual or physical limitati<strong>on</strong>s.<br />
For example, the teacher found some<br />
students resp<strong>on</strong>ded better if the graphic organizer<br />
was enlarged to poster size.<br />
Future research is needed to determine if<br />
this strategy may be applicable to st<strong>and</strong>ards in<br />
other grade levels (e.g., elementary or high<br />
school), to students with other types of disabilities,<br />
<strong>and</strong> to other state st<strong>and</strong>ards. Research<br />
also is needed to determine if this method is<br />
the most effective for repetitive skills like<br />
counting m<strong>on</strong>ey since this produced the lowest<br />
gains. Additi<strong>on</strong>ally, research evidence is<br />
needed to determine if this read-aloud problem<br />
solving strategy could be embedded in a<br />
general educati<strong>on</strong> c<strong>on</strong>text. For example,<br />
could peers c<strong>on</strong>duct the read-aloud? Finally,<br />
research also is needed <strong>on</strong> how students generalize<br />
the acquisiti<strong>on</strong> of mathematics st<strong>and</strong>ards<br />
to everyday activities.<br />
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