Date Available
4-24-2018
Year of Publication
2018
Document Type
Master's Thesis
Degree Name
Master of Science in Education (MSEd)
College
Education
Department/School/Program
Early Childhood, Special Education, and Rehabilitation Counseling
Advisor
Dr. Melinda Jones Ault
Abstract
The purpose of this study was to teach middle school students with autism spectrum disorder (ASD) academic, grade level science term definitions. Three students with ASD who were served in a self-contained classroom for students with moderate and severe disabilities participated in the study. A multiple probe (days) across behaviors research design was used to evaluate the effectiveness of a model-lead-test procedure delivered using a computer software program to teach three sets of five science term definitions from the general education academic standards. Generalization probes were conducted in the general education setting by giving each student terms that they learned during intervention in the context of the classroom lesson and asking them to respond by giving the definition to the term. The results indicate that students were able to learn and maintain science term definitions when using teacher created e-books with an embedded model-lead-test procedure.
Digital Object Identifier (DOI)
https://doi.org/10.13023/ETD.2018.084
Recommended Citation
Richards, Jessica L., "TECHNOLOGY AIDED INSTRUCTION AND INTERVENTION TO TEACH GRADE LEVEL SCIENCE TERM DEFINITIONS TO MIDDLE SCHOOL STUDENTS WITH AUTISM SPECTRUM DISORDER" (2018). Theses and Dissertations--Early Childhood, Special Education, and Counselor Education. 55.
https://uknowledge.uky.edu/edsrc_etds/55
