TITLE

Choice Making: A Strategy for Students With Severe Disabilities

AUTHOR(S)
Stafford, Alison M.
PUB. DATE
July 2005
SOURCE
Teaching Exceptional Children;Jul/Aug2005, Vol. 37 Issue 6, p12
SOURCE TYPE
Academic Journal
DOC. TYPE
Article
ABSTRACT
This article describes a strategy that has been effective in teaching choice-making skills to children who are five to ten years old and who have severe intellectual disabilities. The key components of this strategy includes preference assessments, a sequence of choice levels and constant time delay. The first two components of the strategy give individuals with severe disabilities multiple opportunities to develop their choice-making abiilties by offering them immediate reinforcement in the form of a preferred item. The strategy includes the final component because of its effectiveness as a teaching strategy. Constant time delay provides a systematic method of teaching skills by routinely giving students prompts that enable them to learn new skills more efficiently by limiting the number of errors.
ACCESSION #
17526054

 

Related Articles

  • Author's Comments. Weber, Elmer W. // Exceptional Children;May1964, Vol. 30 Issue 9, p436 

    The article comments on the creation of a material for teaching the trainable and teaching the educable in the U.S. The author has provided a detailed instruction of the methods and materials that would be valuable for the study. According to the author, a teacher should have knowledge about the...

  • Expanding the writing process to accommodate students with learning disabilities. Abadiano, Helen R.; Turner, Jesse // New England Reading Association Journal;2004, Vol. 40 Issue 1, p75 

    Discusses strategies to teach expository writing to students with learning disabilities. Explanation of the Cognitive Strategy Instruction in Writing approach; Implementation of the Writing Wheel approach.

  • Interactive effects of prior reading achievement and training in context on the reading of learning-disabled children. Pflaum, Susanna W.; Pascarella, Ernest T. // Reading Research Quarterly;1980, Vol. 16 Issue 1, p138 

    THIS STUDY EXAMINED the effects of an instructional program designed to teach learning-disabled children to use context to determine the impact of their errors on meaning and to correct their errors to maintain meaning. Forty children, identified by their schools as learning-disabled,...

  • Adapted Bicycles for Teaching Riding Skills. Klein, Richard E.; McHugh, Elaine; Harrington, Susan L.; Davis, Timothy; Lieberman, Lauren J. // Teaching Exceptional Children;Jul/Aug2005, Vol. 37 Issue 6, p50 

    This article focuses on the importance of bike riding in the social and physical lives of most children. Similarities exist in patterns of learning among children with and without physical and cognitive disabilities. The primary difference for children with disabilities is that learning may...

  • TEACHERS COLLEGE: AN EARLY FOCUS ON INSTRUCTION. Williams, Joanna P. // Learning Disability Quarterly;Spring2005, Vol. 28 Issue 2, p129 

    Presents an article on students with learning disabilities and the approaches of special education teachers to enable these children to learn. Effectiveness of an instructional program developed for children with learning disabilities; Flaws found in learning disability studies which focus on...

  • A nomeação de figuras como facilitadora do ler e escrever em crianças com dificuldade de aprendizagem. Gonçalves Medeiros, José; Fecury Nogueira, Melissa // Psicologia: Teoria e Prática;jan-jun2005, Vol. 7 Issue 1, p107 

    This article describes a matching-to-sample procedure in which participants (Ps), children of both sex, presented reading and spelling difficulties. In one of the teach phases, EG participants was teaching to identify the generalization pictures and in the sound phase had to naming it before...

  • Achievement Test Performance of High and Low Perceiving Learning Disabled Children. Black, F. William // Journal of Learning Disabilities;Mar1974, Vol. 7 Issue 3, p178 

    The achievement test performance of low and high perceiving learning disabled children was compared, and the relationship of visual-perceptual and achievement variables in a sample of learning disabled children was investigated. With the effects of intelligence controlled, the reading test...

  • Teaching Slow-Learning Children in Elementary School. Strang, Ruth // Education;Feb1961, Vol. 81 Issue 6, p338 

    The article deals with the teaching of slow-learning children in elementary school. Teaching slow learners, whether in special classes or regular classes, requires understanding of and faith in them as persons. It requires respect for their good qualities, approval at each successful step in...

  • ALGEBRA PROGRESS MONITORING AND INTERVENTIONS FOR STUDENTS WITH LEARNING DISABILITIES. Foegen, Anne // Learning Disability Quarterly;Spring2008, Vol. 31 Issue 2, p65 

    Competence in algebra is linked to access to higher education, employment in better-paying jobs, and, increasingly, the ability to earn a high school diploma. For many students with learning disabilities, developing proficiency in algebra represents a challenging, but necessary goal. Teachers of...

Share

Read the Article

Courtesy of THE LIBRARY OF VIRGINIA

Sorry, but this item is not currently available from your library.

Try another library?
Sign out of this library

Other Topics