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Direct linkGüler Bülbül, Özgül; Özmen, E. Rüya – Journal of Intellectual & Developmental Disability, 2021
Background: This study aimed to be the first to assess the effectiveness of teaching a particular peer revision strategy (POW + WWW, What = 2, How = 2 + RPRS), on the story-writing abilities of students with intellectual disabilities (ID) and their non-disabled peers. Method: A multiple-probe technique was used. Participants included three…
Descriptors: Students with Disabilities, Story Telling, Writing (Composition), Mild Intellectual Disability
Cakiroglu, Orhan – Journal of Intellectual & Developmental Disability, 2014
Background: Improving students' academic performance is a critical component of classroom learning. This study examines the effect of using preprinted response cards on academic responding, opportunities to respond, and correct academic responses of students with mild intellectual disability. Method: An ABAB reversal design was used to demonstrate…
Descriptors: Mild Intellectual Disability, Instructional Materials, Instructional Effectiveness, Student Reaction
