Association for Behavior Analysis International

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41st Annual Convention; San Antonio, TX; 2015

Event Details


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Symposium #325
CE Offered: BACB
Effective Academic Interventions for Young Adults with Intellectual Disabilities at the Postsecondary Education Setting
Monday, May 25, 2015
10:00 AM–10:50 AM
211 (CC)
Area: EDC/DDA; Domain: Applied Research
Chair: Doreen J. Ferko (California Baptist University)
Discussant: David L. Lee (Penn State)
CE Instructor: David L. Lee, Ph.D.
Abstract:

The passage of the Higher Education Opportunity Act of 2008 increased the opportunities for learners with intellectual disabilities (ID) to receive postsecondary education. Benefits of the postsecondary education for leaners with ID include better employment opportunities, increased financial security, and general well-being. It is critical that educators should address the academic skill deficit of learners with ID at the postsecondary education setting. Reading and study skills are the two areas essential for success at the postsecondary level. Unfortunately, these are the two primary areas learners with ID struggle with. The symposium will include two experimental studies on effective academic interventions for young adults with ID at a postsecondary education setting. The first study will investigate the effects of a reading intervention on narrative comprehension skills of young adults with ID. The second study focuses on teaching a four-step guided note-taking strategy on information retention of young adults with ID. We will discuss the implication of the findings in the context of designing and delivering effective academic interventions for young adults with ID.

 
Effects of the Repeated Reading and Comprehension Monitoring on Narrative Comprehension of Young Adults with Intellectual Disabilities.
SAEED ALQAHTANI (University of Iowa), Amanda Kern (The University of Iowa), Kevin Preckel (University of Iowa), Abdullah Alwahbi (University of Iowa), Youjia Hua (The University of Iowa)
Abstract: Reading is a primary area of difficulty for individuals with intellectual disabilities (ID). Effective reading interventions for learners with ID should address both code- and meaning-based learning. The purpose of the study is to investigate the effects of a reading intervention on oral reading fluency (ORF) and comprehension of narrative texts for young adults with ID. We incorporated a repeated reading component, a narrative text comprehension strategy, and goal setting procedure in the intervention. Five young adult learners with ID participated in the study. We recorded their ORF and passage retell scores as the two dependent measures. We conducted the study using the masked visual analysis procedures in the context of a multiple-baseline across the participants design. The interventionists randomly selected the participants for the intervention. The data analyst who is blind to participant selection will determine the treatment assignment and compute the p value at the conclusion of the study. We will complete the study by the end of the November, 2014.
 
Effects of Guided Notes and Strategy on Learning Outcomes of Young Adults with Intellectual Disabilities
KRISTIN MONROE-PEI (University of Iowa), Chengan Yuan (University of Iowa), Derek Rodgers (University of Iowa), Youjia Hua (The University of Iowa)
Abstract: Guided note-taking requires learners to write critical information on partially completed notes while listening to the lecture. It is considered an effective intervention designed to improve learners’ study skills and learning outcome. The purpose of the study is to investigate the effects of teaching a four-step guided note-taking strategy (GRIP) on learning outcomes of young adults with intellectual disabilities (ID) at the postsecondary education setting. Eighteen students diagnosed with ID enrolled in a postsecondary education program will participate in the study. We will randomly assign the participants to the control and experimental group. Students assigned to the experimental group will receive the instruction on how to take guided notes using the four-step strategy. During the posttest, we will provide the experimental group with the guided notes and the control group with the completed lecture notes before they watch a recorded lecture. We will measure and compare immediate and delayed recall of the information from the lecture by students from the two groups. We will complete the study by the end of December, 2014.
 

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