The Effects of Classroom Simulation Using Static Picture Prompts to Teach Students with Disabilities to Make Purchases with a Debit Card and Track their Expenses

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Rowe, D. (2011). The Effects of Classroom Simulation Using Static Picture Prompts to Teach Students with Disabilities to Make Purchases with a Debit Card and Track their Expenses. Unc Charlotte Electronic Theses And Dissertations.
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Abstract

This study used a multiple probe design across participants to examine the effects of classroom simulation using static picture prompts to teach students to make a purchase using a debit card and track expenses by subtracting purchase amounts and adding deposits into a check register. Results demonstrated a functional relation between simulated instruction and students' ability to complete a 20-step task analysis of debit card use and expense and deposit tracking in a check register. Students were also able to generalize the skills of purchasing with a debit card and tracking expenses and deposits in community settings up to five weeks post-intervention. Implications for practice and recommendations for future research are described.

Details
Author

Rowe, Dawn

Title

The Effects of Classroom Simulation Using Static Picture Prompts to Teach Students with Disabilities to Make Purchases with a Debit Card and Track their Expenses

Physical Description

1 online resource (135 pages) : PDF

Date

2011

Degree Granting Institution

University of North Carolina at Charlotte

Abstract

This study used a multiple probe design across participants to examine the effects of classroom simulation using static picture prompts to teach students to make a purchase using a debit card and track expenses by subtracting purchase amounts and adding deposits into a check register. Results demonstrated a functional relation between simulated instruction and students' ability to complete a 20-step task analysis of debit card use and expense and deposit tracking in a check register. Students were also able to generalize the skills of purchasing with a debit card and tracking expenses and deposits in community settings up to five weeks post-intervention. Implications for practice and recommendations for future research are described.

Genre

doctoral dissertations

Subjects--Topics

Special education
Mathematics--Study and teaching

Degree

Ph.D.

Keywords

Debit Cards
Disabilities
Personal Finance
Simulation

Subject Area

Special Education

Advisor(s)

Test, David

Committee Members

Browder, Diane
Wood, Wendy
Sewell, Ellen

Degree Note

Thesis (Ph.D.)--University of North Carolina at Charlotte, 2011.

Rights Statement

This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s). For additional information, see http://rightsstatements.org/page/InC/1.0/.

Rights Holder Information

Copyright is held by the author unless otherwise indicated.

Identifier

Rowe_uncc_0694D_10219

Permalink

http://hdl.handle.net/20.500.13093/etd:759