Association for Behavior Analysis International

The Association for Behavior Analysis International® (ABAI) is a nonprofit membership organization with the mission to contribute to the well-being of society by developing, enhancing, and supporting the growth and vitality of the science of behavior analysis through research, education, and practice.


31st Annual Convention; Chicago, IL; 2005

Event Details

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Symposium #460
Continuing to Access the General Education Curriculum for Students with Significant Disabilities
Tuesday, May 31, 2005
12:00 PM–1:20 PM
Stevens 2 (Lower Level)
Area: DDA; Domain: Applied Research
Chair: Fred Spooner (University of North Carolina, Charlotte)
Discussant: Fred Spooner (University of North Carolina, Charlotte)
Abstract: With current legislation (No Child Left Behind, 2002), alternate assessments must address the domains of language arts/reading, math, and science and reflect access to the general curriculum. The purpose of this symposium is to extend the work we have done the last two years, and continue to explore access to the general curriculum for students with significant cognitive disabilities. The first study presented by investigators from UNC Charlotte will examine outcomes of a literature review on intervention studies in peer reviewed journals from 1975-2003 for target skills which are consistent with the standard curriculum for science. Preliminary results suggest that only one science study was found using the designated descriptors, but that studies involving several of the National Science Education Content Standards had received attention in the functional curriculum. The authors of the second presentation from the University of Illinois will examine the impact of universal design via a multiple baseline design across four high school health classes. In the third presentation, authors from Vanderbilt University and the University of Wisconsin-Madison examine the impact of peer support interventions on students’ access to the general curriculum and social interactions
Accessing the General Curriculum: Science and Students with Significant Disabilities
FRED SPOONER (University of North Carolina, Charlotte), Diane Browder (University of North Carolina, Charlotte), Lynn Ahlgrim Delzell (University of North Carolina, Charlotte), Annette Ullrich (University of North Carolina, Charlotte)
Abstract: One of the components of No Child Left Behind (2002) is science which is to be evaluated by 2007, was examined as part of a comprehensive literature review conducted as component of a larger study exploring access to the general curriculum for students with significant disabilities. Initially, researchers utilized electronic search systems (e.g., ERIC, Masterfile Premier, and PsychINFO), in addition to searching state websites. The review included data based intervention studies, published in peer reviewed journals between 1975 and 2003, in which the target populations were students with significant disabilities and the target skills were consistent with the standard curriculum. The literature search found only one journal article identified as “science” consistent with the search criteria. On the other hand, it was discovered that several of the seven National Science Education Content Standards (i.e., science in personal and social perspectives, earth and space science) has received considerable attention in the area of severe disabilities (e.g., personal care and hygiene, weather). States are beginning to modify or extend their science standards to meet the functional needs of this population.
Access to the General Curriculum for High School Students with Severe Intellectual Disabilities
STACY DYMOND (University of Illinois), Adelle Renzaglia (University of Illinois)
Abstract: The purpose of this study was to investigate the impact of using universal design for learning (UDL) strategies on the access and participation of students with severe intellectual disabilities in the general curriculum. A multiple baseline across classes design was used with four general education high school health classes that included students with severe intellectual disabilities, mild intellectual disabilities, and no disabilities. Impact of UDL on student engagement, peer interaction, teacher instruction/interaction, and grouping arrangement will be discussed.
Effects of Peer Support Interventions on Students’ Access to the General Curriculum and Social Interactions
LISA S. CUSHING (Vanderbilt University), Erik Carter (University of Wisconsin-Madison), Nitasha M. Clark (Vanderbilt University), Craig H. Kennedy (Vanderbilt University)
Abstract: Peer support interventions are emerging as an effective alternative to traditional paraprofessional models for assisting students with moderate to severe disabilities to access the general curriculum. To contribute to the further refinement of peer support interventions, we evaluated the impact of altering the number of participating peer supports on the social and academic outcomes of students with and without disabilities. Our findings indicated that changes in the configuration of peer support arrangements differentially impacted student outcomes. Specifically, higher levels of social interaction and contact with the general curriculum were observed when students with disabilities worked with two peer supports, relative to one. The additive benefits of a second peer support provides guidance to educators concerning the implementation of peer support interventions in inclusive classrooms.



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