Effects of a Multi-Component Intervention Package on Academic Skills for Students with Severe Disabilities

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Brosh, C. (2018). Effects of a Multi-Component Intervention Package on Academic Skills for Students with Severe Disabilities. Unc Charlotte Electronic Theses And Dissertations.
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Abstract

The current study evaluated the effects of a multi-component intervention package (modified schema-based instruction (MSBI) with systematic feedback in the consequent event) on mathematical problem-solving and embedded non-targeted science and English language arts (ELA) comprehension for three elementary students with moderate and severe intellectual disability (ID). Using systematic instruction with a system of least prompts, a task analysis and a graphic organizer with manipulatives, participants learned to solve group word problems: using addition to solve for the part-part-whole relationship. In addition to learning how to solve addition word problems, participants were also taught grade-aligned science and ELA concepts using non-targeted information (NTI) presented as instructive feedback in the consequent event. Generalization of mathematical problem-solving to a digital presentation using an iPad was also measured. In addition, this study also examined participant’s ability to generalize mathematical problem-solving skills when stimulus supports (i.e., task analysis and graphic organizer) were faded from the instructional package. Results showed a functional relation between MSBI and mathematical problem-solving and between embedded NTI as systematic feedback in the consequent event and science and ELA knowledge. The findings of this study provide several implications for practice for using multi-component intervention packages to teach academic skills (MSBI to teach mathematical problem-solving while simultaneously presenting NTI as systematic feedback to teach discrete academic skills) to students with moderate and severe ID. Limitations of the current study and suggestions for future research are discussed.

Details
Author

Brosh, Chelsi

Title

Effects of a Multi-Component Intervention Package on Academic Skills for Students with Severe Disabilities

Physical Description

1 online resource (163 pages) : PDF

Date

2018

Degree Granting Institution

University of North Carolina at Charlotte

Abstract

The current study evaluated the effects of a multi-component intervention package (modified schema-based instruction (MSBI) with systematic feedback in the consequent event) on mathematical problem-solving and embedded non-targeted science and English language arts (ELA) comprehension for three elementary students with moderate and severe intellectual disability (ID). Using systematic instruction with a system of least prompts, a task analysis and a graphic organizer with manipulatives, participants learned to solve group word problems: using addition to solve for the part-part-whole relationship. In addition to learning how to solve addition word problems, participants were also taught grade-aligned science and ELA concepts using non-targeted information (NTI) presented as instructive feedback in the consequent event. Generalization of mathematical problem-solving to a digital presentation using an iPad was also measured. In addition, this study also examined participant’s ability to generalize mathematical problem-solving skills when stimulus supports (i.e., task analysis and graphic organizer) were faded from the instructional package. Results showed a functional relation between MSBI and mathematical problem-solving and between embedded NTI as systematic feedback in the consequent event and science and ELA knowledge. The findings of this study provide several implications for practice for using multi-component intervention packages to teach academic skills (MSBI to teach mathematical problem-solving while simultaneously presenting NTI as systematic feedback to teach discrete academic skills) to students with moderate and severe ID. Limitations of the current study and suggestions for future research are discussed.

Genre

doctoral dissertations

Subjects--Topics

Special education

Degree

Ph.D.

Keywords

General Curriculum Access
Modified Schema-Based Instruction (MSBI)
Non-Targeted Information (NTI)
Severe Disabilities

Subject Area

Special Education

Advisor(s)

Spooner, Fred

Committee Members

Wood, Charles
Wakeman, Shawnee
Polly, Drew

Degree Note

Thesis (Ph.D.)--University of North Carolina at Charlotte, 2018.

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Rights Holder Information

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Identifier

Brosh_uncc_0694D_11699

Permalink

http://hdl.handle.net/20.500.13093/etd:1282