Date Available
12-3-2015
Year of Publication
2015
Degree Name
Master of Science in Education (MSEd)
Document Type
Master's Thesis
College
Education
Department/School/Program
Early Childhood, Special Education, and Rehabilitation Counseling
First Advisor
Dr. Melinda Ault
Abstract
The purpose of this study was to determine the impact of using preferred characters with a constant time delay instructional procedure to teach community sign reading to three students with moderate intellectual disability with the definitions of the signs as non-targeted information. An adapted alternating treatments design was used to evaluate the effectiveness and efficiency of the preferred characters on acquisition of the community signs. Pre- and post- assessments were conducted on acquisition of the non-targeted definitions, as well as generalization of the signs and their meanings. The results indicated that all students learned the target signs and they learned all of the definitions of the signs when they were presented with a preferred character. Students did not generalize the meanings of the signs to community settings.
Recommended Citation
Evans, Mallory, "THE IMPACT OF PREFERRED CHARACTERS IN TEACHING COMMUNITY SIGN READING TO STUDENTS WITH MODERATE INTELLECTUAL DISABILITIES" (2015). Theses and Dissertations--Early Childhood, Special Education, and Counselor Education. 19.
https://uknowledge.uky.edu/edsrc_etds/19
