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Training Teachers to Follow a Task Analysis to Engage Middle School Students With Moderate and Severe Developmental Disabilities in Grade-Appropriate Literature

University of North Carolina at Charlotte, dbrowder{at}uncc.edu

Katherine Trela

Bree Jimenez

The purpose of this study Was to train teachers to folloW a task analysis to teach a story-based literacy lesson using adapted, grade-appropriate middle school literature to students With moderate and severe developmental disabilities. A multiple-probe-across-participants design Was used to examine the effects of training teachers to folloW a literacy lesson plan task analysis on the number of steps completed by teachers on the literacy lesson plan template and changes made by students in response to teachers' use of the literacy lesson plan. Results indicated a functional relationship betWeen teacher training and the number of lesson plan steps folloWed, With a corresponding student increase in both overall and independent correct responses. Implications for practice and future research are discussed.

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Focus on Autism and Other Developmental Disabilities, Vol. 22, No. 4, 206-219 (2007)
DOI: 10.1177/10883576070220040301


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This Article Abstract Free Full Text (Free PDF) Free Alert me when this article is cited Alert me if a correction is posted Services Email this article to a friend Similar articles in this journal Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via Google Scholar Citing Articles via Scopus Google Scholar Articles by Browder, D. M. Articles by Jimenez, B. Search for Related Content Social Bookmarking                         What's this?