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Comparison of Engagement Patterns of Young Children with Developmental Disabilities between Structured and Free Play
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Cress, Cynthia J.; Arens, Kelli B.; Zajicek, Alicia K. – Education and Training in Developmental Disabilities, 2007
Children with developmental disabilities are slower to develop skills at intentional and symbolic communication than typically developing children, and may rely on atypical patterns of preintentional behaviors to support more complex communication development. The present study compared complex gaze engagement behaviors elicited by 25…
Descriptors: Receptive Language, Psychomotor Skills, Behavior Change, Play
Using Picture Activity Schedule Books to Increase On-Schedule and On-Task Behaviors
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Spriggs, Amy D.; Gast, David L.; Ayres, Kevin M. – Education and Training in Developmental Disabilities, 2007
The purpose of this study was to evaluate the effectiveness of using picture activity schedule books to increase on-schedule and on-task behaviors of children with moderate intellectual disabilities. Four students enrolled in a self-contained classroom participated in the study. Graduated guidance, system of least prompts, and verbal prompting…
Descriptors: Instructional Effectiveness, Intervals, Stimulus Generalization, Self Contained Classrooms
Use of Response Cards to Teach Telling Time to Students with Moderate and Severe Disabilities
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Horn, Channon; Schuster, John W.; Collins, Belva C. – Education and Training in Developmental Disabilities, 2006
Relative efficiency of hand raising and response cards within the context of an ABAB design when teaching time to middle school students with moderate and severe disabilities was investigated. Effects of the two strategies were assessed on four dependent variables: (a) student active responding, (b) on-task behavior, (c) inappropriate behavior,…
Descriptors: Middle School Students, Early Adolescents, Patterned Responses, Time on Task
Teacher Interaction Styles and Task Engagement of Elementary Students with Cognitive Disabilities
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Kim, Ockjean; Hupp, Susan C. – Education and Training in Developmental Disabilities, 2005
Interaction styles of special education teachers were investigated using semi-structured observation of 13 student-teacher pairs during one-on-one language arts instruction of elementary students with cognitive disabilities. Teacher use of directions and responses of differing communication modes and types were analyzed. Student task-engagement…
Descriptors: Interaction, Special Education Teachers, Developmental Disabilities, Teacher Student Relationship
Active and Passive Task Related Behavior, Direction Following and the Inclusion of Children with Disabilities
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Kemp, Coral; Carter, Mark – Education and Training in Developmental Disabilities, 2006
The relationship between specific classroom skills and long-term inclusion of children with primarily intellectual disabilities in regular classrooms was examined. Measures of on-task behavior and direction following behavior were collected for 19 children with disabilities who had been integrated for 1.5 to 5.5 years in general education…
Descriptors: Disabilities, Classrooms, Inclusive Schools, Compliance (Psychology)
Mastery Behaviors during Social and Object Play in Toddlers with Physical Impairments
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Smidt, Mandy L.; Cress, Cynthia J. – Education and Training in Developmental Disabilities, 2004
The present study assessed mastery behaviors in toddlers with physical impairment during object and social play interaction with their parents. Poor mastery motivation in object play of children with physical impairments has been attributed to difficulty in independently structuring tasks, limited experience in play effectiveness, and frequent…
Descriptors: Toddlers, Persistence, Motivation, Receptive Language