Literaturnachweis - Detailanzeige
Autor/inn/en | Bartholomew, Audrey; Test, David W.; Cooke, Nancy L.; Cease-Cook, Jennifer |
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Titel | Effects of Teaching Self-Determination Skills Using the Common Core State Standards |
Quelle | In: Education and Training in Autism and Developmental Disabilities, 50 (2015) 4, S.433-445 (13 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 2154-1647 |
Schlagwörter | High School Students; Developmental Disabilities; Intellectual Disciplines; Autism; Intelligence Quotient; Urban Schools; Self Determination; Skill Development; Common Core State Standards; Teaching Methods; Public Speaking; Goal Orientation; Outcomes of Education; Planning; Intelligence Tests; Children; Leiter International Performance Scale; Wechsler Intelligence Scale for Children; Woodcock Johnson Tests of Cognitive Ability High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Entwicklungsstörung; Geisteswissenschaften; Autismus; Intelligenzquotient; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Selbstbestimmung; Kompetenzentwicklung; Qualifikationsentwicklung; Common core curriculum; Curriculum; Kerncurriculum; Teaching method; Lehrmethode; Unterrichtsmethode; Vortrag; Zielorientierung; Zielvorstellung; Lernleistung; Schulerfolg; Ablaufplanung; Planungsprozess; Intelligence test; Intelligenztest; Child; Kind; Kinder |
Abstract | Research has indicated students can learn both transition planning and a wide variety of academic skills; however, due to recent legislation and the widely adopted Common Core State Standards, transition planning skills are sometimes being de-emphasized in favor of academic instruction. This study used a multiple probe across participants design to examine the effects of teaching both post-school options instruction and presentation skills instruction in the same lessons on students' ability to deliver presentations on their post-school goals. Data indicate students were able to improve their ability to deliver presentations on their post-school goals; however, only one participant improved his ability to apply knowledge of post-school options. Maintenance data indicate all three students were able to maintain their ability to deliver their post-school goal presentation, while generalization data indicate two of the three students were able to deliver their presentation in an informal transition planning meeting. (As Provided). |
Anmerkungen | Division on Autism and Developmental Disabilities, Council for Exceptional Children. DDD, P.O. Box 3512, Fayetteville, AR 72702. Tel: 479-575-3326; Fax: 479-575-6676; Web site: http://daddcec.org/Publications/ETADDJournal.aspx |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |