2017 TASH Conference has ended

Each year, the TASH Conference brings together a diverse community of stakeholders who gain information, learn about resources, and connect with others across the country to strengthen the disability field. This year’s conference theme, “Still We Rise for Equity, Opportunity, and Inclusion,” shows the resilience of individuals with disabilities and their families across the lifespan. Conference attendees will celebrate their passion for disability rights, civil rights, and human rights while exploring inclusive communities, schools, and workplaces that support people with disabilities, including those with complex support needs. Return to TASH website.

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Thursday, December 14 • 3:20pm - 4:10pm
Effects of Embedding Trials in a Shared Reading on the Behaviors of Students with Significant Cognitive Disability LIMITED

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Limited Capacity seats available

Teaching academic instruction to students with significant cognitive disabilities (SCD) has been done with success over the past years (Browder, Mims, Spooner, Ahlgrim-Delzell, & Lee, 2008; Hudson & Test, 2011; Mims, Hudson, & Browder, 2012). However, research is scarce and further instructional strategies are needed to help align the standard-based curriculum for this population of students (Browder, Ahlgrim-Delzell, Flowers, & Baker, 2012). The academic inclusion of students with SCD has been a topic of interest for researchers over the past few decades. In 1997, research on teaching academics to students with SCD was scarce (Nietupski, Hamre-Nietupski, Curtin, Shrikanth, 1997). The individuals with disabilities act (IDEA) was reauthorized in 1997, to require that all students with disabilities to have access to the general curriculum (IDEA, 1997). In 2001, No Child Left Behind was passed (NCLB, 2001), which made sure that all students are successful and held the schools accountable for the success of all students. These movements have prompted many researchers to investigate different instructional strategies to deliver instruction better and more specifically, academic instruction such as reading (Browder, Wakeman, Spooner, Ahlgrim-Delzell, & Algozzine, 2005), math (Browder, Spooner, Ahlgrim-Delzell, Harris, & Wakeman,, 2007), and science (Courtade, Spooner, & Browder, 2007) to students with SCD. With the passing of Every Student Succeeds Act (ESSA, 2015), the importance of teaching academic instruction to students with SCD is still eminent. Based on the findings from the research, systematic prompting (Mims, Hudson, & Browder, 2012) and embedded instruction (Jimenez & Kamei, 2015) have been used as effective instructional strategies for students with SCD. The research also strongly suggests the use of shared stories to deliver academic instruction to students with SCD is also very effective (Hudson, et al., 2015; Mims, et al., 2012; Spooner et al. 2014). This study will add to the research by using systematic prompting to teach pivotal skills embedded in an adapted literature shared reading book, to examine the effects of this intervention on the acquisition of skills, listening comprehension, and behaviors of students with SCD. It is expected that this study will provide further support to the existing literature, and also provide another instructional strategy for teachers to use when working with students with SCD. A single subject multiple probe baseline design across participants will be used examine the occurrence of a functional relationship between the independent and each of the dependent variables. The results of the study will discuss the effects of the independent variable on three dependent variables: pivotal skill acquisition, listening comprehension, and behaviors of the students, as well as examine the effects of this intervention on the ability of the students to maintain and generalize the dependent variables over time and across settings. The social validity of this intervention will also be assessed through a survey send to the teachers, parents, and students.

Thursday December 14, 2017 3:20pm - 4:10pm
L405 265 Peachtree Center Ave NE, Atlanta, GA 30303

Attendees (15)