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Teaching Elementary Students with Cognitive Disabilities Food Preparation Skills while Embedding Instructive Feedback in the Prompt and Consequence Event.
Peer reviewed Peer reviewed
Fiscus, Renee S.; Schuster, John W.; Morse, Timothy E.; Collins, Belva C. – Education and Training in Mental Retardation and Developmental Disabilities, 2002
This study investigated whether four students with moderate to severe cognitive disabilities would acquire related and unrelated instructive feedback stimuli embedded in the prompt and consequent event using a constant time delay to teach three food preparation skills. Analysis found the intervention effective with three students who also acquired…
Descriptors: Daily Living Skills, Elementary Secondary Education, Feedback, Instructional Effectiveness
Teaching Elementary Students with Moderate Intellectual Disabilities How To Shop for Groceries.
Peer reviewed Peer reviewed
Morse, Timothy E.; Schuster, John W. – Exceptional Children, 2000
A study investigated the effectiveness of an instructional strategy in teaching 10 elementary-aged students with moderate intellectual disabilities how to shop for groceries. Following the intervention, which consisted of in vivo training using constant time delay and simulation training using a pictorial storyboard, six students achieved…
Descriptors: Daily Living Skills, Elementary Education, Generalization, Instructional Effectiveness