Literaturnachweis - Detailanzeige
| Autor/inn/en | Park, Gwitaek; Collins, Belva C.; Lo, Ya-yu |
|---|---|
| Titel | Teaching a Physical Activity to Students with Mild to Moderate Intellectual Disability Using a Peer-Delivered Simultaneous Prompting Procedure: A Single-Case Experimental Design Study |
| Quelle | In: Journal of Behavioral Education, 30 (2021) 3, S.378-396 (19 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1053-0819 |
| DOI | 10.1007/s10864-020-09373-7 |
| Schlagwörter | Physical Education; Students with Disabilities; Program Effectiveness; Peer Teaching; Prompting; Physical Activities; Skill Development; Middle School Students; Moderate Intellectual Disability; Mild Intellectual Disability; Intervention |
| Abstract | Appropriate physical education program for students with an intellectual disability can increase their engagement in inclusive physical activity; however, fewer than a quarter of students with an intellectual disability meet the current physical activity guidelines. In this study, we used a single-case multiple probe across participants design to examine the effects of a peer-delivered simultaneous prompting procedure on a chained task of shooting a basketball and nontargeted (The term "collateral skill" is sometimes used) content learning (related to fine motor, gross motor, and movement knowledge). Four middle school students with mild to moderate intellectual disability participated in this study. Three students without a disability served as the peer tutors to deliver the simultaneous prompting procedure and to collect probe data. The study took place in an inclusive physical education setting. Results of the study demonstrated a functional relation between the participants' improved motor performance of basketball shooting and the intervention. All three participants with available maintenance data retained their chained motor performance up to 2 or 3 weeks after the intervention ended; however, only one participant slightly improved the nontargeted content learning. Limitations and implications for practice and future research are discussed. (As Provided). |
| Anmerkungen | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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