Teaching Students With Intellectual Disability to Use a Self-Questioning Strategy to Comprehend Social Studies Text for an Inclusive Setting. (December 2015)

• Record Type: Journal Article
• Authors: Wood, Leah; Browder, Diane M.; Flynn, Lindsay
• Other Names: Shogren Karrie A. guest-editor.
• Is Part Of: Research and practice for persons with severe disabilities. Volume 40:Number 4(2015)
• Page Start: 275
• Page End: 293
• Publication Date: 2015-12
• Subjects: listening comprehension -- inclusion -- system of least prompts -- moderate intellectual disability -- social studies -- alternate achievement literacy; People with disabilities -- Periodicals; Developmentally disabled -- Periodicals; People with mental disabilities -- Periodicals; 305.908
• DOI: 10.1177/1540796915592155
• Languages: English
• ISSNs: 1540-7969

Abstract

Using a modified system of least prompts, two classroom teachers taught three participants with moderate intellectual disability to generate questions about United States history. After reading brief portions of the text aloud to the participants, the teachers taught participants to identify if the answer to the question was in the book or not in the book. Finally, participants were taught to answer the literal questions that could be answered from the book. Participants had a graphic organizer with WH question words, the text section heading, and a self-monitoring sheet. All participants improved the number of questions generated and answered from baseline to intervention. Additionally, probes collected in a general education setting indicated students improved their question generation and comprehension skills during lessons taught in a fifth grade classroom.