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| Teaching Science Content to Students With Severe Developmental Disabilities and Autism |
| Monday, May 31, 2010 |
| 10:30 AM–11:50 AM |
| 217B (CC) |
| Area: DDA/AUT; Domain: Applied Behavior Analysis |
| Chair: Fred Spooner (University of North Carolina at Charlotte) |
| Discussant: Diane Browder (University of North Carolina at Charlotte) |
| Abstract: Since the passage of NCLB (2002) and reauthorization of IDEA (2004), the focus on teaching academic content (reading, mathematics, and science) to all students, including those with significant cognitive disabilities has significantly increased. In general, the field knows more about teaching reading than teaching mathematics, and more about teaching mathematics than teaching science. Based on the fact that we know the least about teaching science, the purpose of this symposium is to present evidence on instructional procedures and evidence-based practices for teaching science content to this population. The first study, presented by Fred Spooner, will focus on a comprehensive literature review for articles published between 1985 and 2009 in an attempt to document evidence-based practices for teaching science content. The second study, presented by Bree Jimenez, examined the effects of inquiry based science using peer-mediated embedded instruction via a multiple probe across science units with between participant replications for the five students. The third study, presented by Vicki Knight, examined the effects of accessible digital text to teach science comprehension via a multiple probe design across books with concurrent replication across three students. The implications for instructional interventions and evidence-based practices will be discussed |
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| Identifying Evidence-Based Practice for Students With Severe Developmental Disabilities in Science Content |
| FRED SPOONER (University of North Carolina at Charlotte), Vicki F. Knight (University of North Carolina at Charlotte), Diane Browder (University of North Carolina at Charlotte), Bree Jimenez (University of North Carolina at Charlotte) |
| Abstract: A comprehensive literature review was conducted on the application of instructional procedures to teach science content to students with severe developmental disabilities in an effort to evaluate evidence-based practices for articles published between 1985 and 2009. To date, we know more about teaching reading than mathematics, and more about teaching mathematics than science. For the 24 years covered by the span of the review, a total of 17 articles were found, and no articles with double experiments were discovered. The 17 experiments were analyzed using quality indicators for single-subject design research, indicators for fidelity of the procedure, and educational and social validity of the procedure. In general, we found that systematic instruction was an evidence-based practice for teaching science content to this population. An interesting discovery is that many of the skills that were taught align with Content Standard F: Science in personal and social perspectives (e.g., safety, injury, exercise). Behavior analysts have been teaching safety related skills since the mid 1980s but have not been calling them science. We discuss lessons learned in summarizing a body of literature to define an evidence-based practice and suggestions for better defining the practice |
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| The Effects of Peer-Mediated Embedded Instruction on Inclusive Inquiry Science for Students With Severe Disabilities |
| BREE JIMENEZ (University of North Carolina at Charlotte), Diane Browder (University of North Carolina at Charlotte), Fred Spooner (University of North Carolina at Charlotte) |
| Abstract: The purpose of this study was to examine the effects of peer-mediated embedded instruction using time delay on the number of science responses correct with middle school students with severe disabilities during inclusive science inquiry lessons. To evaluate the effect of the treatment package, a multiple probe across science concepts was used with between participant replications for five students with severe disabilities. The primary dependent variable was the student’s ability to correctly identify grade-appropriate science vocabulary and concept statements without assistance. Students were taught by same age peers to identify science vocabulary words/pictures and concept statements within inquiry science lessons. Peers also taught students to independently identify the box on the science KWHL (e.g., What do you know?) chart and when that information should be recorded in during the lesson. All five students were able to show significant gains across science units. The results suggest that peers can be trained to embed systematic instruction during inquiry science lessons in inclusive education. The results also suggest that students with severe disabilities can be taught science vocabulary and concepts during the naturally occurring science lesson. |
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| Effects of Supported Electronic Text on Science Vocabulary and Comprehension by Students With Autism Spectrum Disorders |
| VICKI F. KNIGHT (University of North Carolina at Charlotte), Fred Spooner (University of North Carolina at Charlotte), Diane Browder (University of North Carolina at Charlotte) |
| Abstract: Supported electronic text (eText) may promote access to content areas, such as science, for students with disabilities. Book Builder™ uses supported eText to promote reading for meaning for all students. Although little research has been conducted in the area of supported eText for students with autism spectrum disorders (ASD), technology (e.g., computer assisted instruction) has been used for over 35 years to instruct students with ASD in academic areas. The purpose of this study was to evaluate the effects of a universally designed, supported eText on the science vocabulary and comprehension of four middle school students with ASD. Researchers used a multiple probe across participants design to evaluate the Book Builder™ program on measures of vocabulary, literal comprehension, and application questions. Results indicate students were able to access grade aligned science content by using the program. In addition, teachers and students validate the program as practical and useful. |
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