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Direct linkBrowder, Diane M.; Ahlgrim-Delzell, Lynn; Courtade, Ginevra; Gibbs, Susan L.; Flowers, Claudia – Exceptional Children, 2008
This study evaluated the impact of a curriculum called the Early Literacy Skills Builder on the language and early literacy skills of students with significant developmental disabilities. Students in the control group received the ongoing sight word and picture instruction prescribed by their individualized education programs. Results indicate…
Descriptors: Control Groups, Experimental Curriculum, Research Needs, Individualized Education Programs
Browder, Diane M.; And Others – Education and Training of the Mentally Retarded, 1984
To maximize effectiveness of instruction in daily living skills, teachers need procedures that are applicable to small group instruction, that promote generalization, and that can be replicated across skills. Eight moderately mentally retarded adults acquired and generalized daily living skills through a combination of instructions in reading…
Descriptors: Adults, Daily Living Skills, Functional Reading, Generalization
Peer reviewedBrowder, Diane M.; And Others – International Journal of Rehabilitation Research, 1990
This study, involving six individuals with mental retardation or emotional disturbance, compared the effectiveness of four stimulus control procedures on attainment of sight vocabulary. Results indicated no clear advantage for any one of the four procedures (stimulus shaping, stimulus fading, time delay, and trial and error). (JDD)
Descriptors: Adult Education, Developmental Disabilities, Elementary Secondary Education, Instructional Effectiveness
Koury, Michael; Browder, Diane M. – Education and Training of the Mentally Retarded, 1986
Five moderately mentally retarded peer tutors (ages 9-11) were taught sight words using a time delay procedure, and then were taught to use this procedure to teach the words to six younger, moderately mentally retarded children (ages 6-9). Younger children learned all five sight words in one to four sessions. (Author/JW)
Descriptors: Cross Age Teaching, Elementary Education, Instructional Effectiveness, Moderate Mental Retardation
Peer reviewedBrowder, Diane M.; Shear, Stewart M. – Journal of Special Education, 1996
Three students (ages 12-16) with moderate mental retardation and severe behavior disorders were taught to read sight words related to the daily newspaper weather report by a method that interspersed known words with new words. Students mastered the 10 sight words and showed some improvement in reading the weather report. (DB)
Descriptors: Basic Vocabulary, Behavior Disorders, Difficulty Level, Functional Literacy
Peer reviewedLalli, Joseph S.; Browder, Diane M. – Research in Developmental Disabilities, 1993
The effectiveness and efficiency of stimulus fading, stimulus shaping, time delay, and a feedback only procedure were compared in teaching three adults with moderate developmental delays sight words. Results showed no clear advantage for any one procedure. The benefit of conducting a preliminary evaluation of instructional procedures during…
Descriptors: Adults, Comparative Analysis, Daily Living Skills, Efficiency
Peer reviewedBrowder, Diane M.; Minarovic, Timothy J. – Education and Training in Mental Retardation and Developmental Disabilities, 2000
Three employees with moderate mental retardation who were nonreaders were taught to use sight words to self-initiate job tasks in competitive employment settings. Training resulted in the ability to read job-specific sight words, to use verbalized self-instruction, to use a self-monitoring checklist, to self-initiate work tasks, and increased…
Descriptors: Adults, Employer Employee Relationship, Moderate Mental Retardation, Reading Instruction
