Title

Teaching Core Content Embedded in a Functional Activity to Students With Moderate Intellectual Disabilities Using a Simultaneous Prompting Procedure

Document Type

Article

Journal/Book Title/Conference

Education and Training in Autism and Developmental Disabilities

Volume

48

Issue

3

Publication Date

9-1-2013

First Page

363

Last Page

378

Abstract

The purpose of this study was to investigate the effects of a simultaneous prompting procedure in teaching four secondary students with moderate intellectual disability to acquire and generalize core content embedded in a functional activity. Data gathered within the context of a multiple probe design revealed that all participants learned the following core content during a cooking activity: (a) reading - reading and defining age appropriate content, (b) math - computing percentages in an applied problem, and (c) science - applications of force. Practical implications are discussed for teaching academic core content within meaningful and functional activities for students with moderate intellectual disability

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