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

Focus on Autism and Other Developmental Disabilities

Volumn 22, Issue 4, 2007, Pages 206-219

  Browder, Diane M ^a   Trela, Katherine ^a   Jimenez, Bree ^a  

^a UNIVERSITY OF NORTH CAROLINA AT CHARLOTTE   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84993811159     PISSN: 10883576     EISSN: None     Source Type: Journal    
DOI: 10.1177/10883576070220040301     Document Type: Article

References (44)

1. Adams, M.J. (1990). Beginning to read: Thinking and learning about print. Cambridge, MA: MIT Press.
2. Allinder, R.M., Bolling, R.M., Oats, R.G., & Gagnon, W.A. (2000). Effects of teacher self- monitoring on implementation of curriculum-based measurement and mathematics computation achievement of students with disabilities. Remedial and Special Education, 21, 219—226.
3. Assistance to States for the Education of Children With Disabilities and Preschool Grants for Children With Disabilities; Final Rule, 71 Fed. Reg. (August 14, 2006) (to be codified at 34 C.F.R. pt. 300).
4. Bayley, N. (1993). Bayley scales of infant development (2nd ed.). San Antonio, TX: Psychological Corp.
5. Belfiore, P., & Browder, D. (1992). The effects of self-monitoring on teacher's data based decisions and on the progress of adults with severe mental retardation. Education and Training of the Mentally Retarded, 27, 60—67.
6. Bracken, B., McCallum, R.S. (1996). Universal Non-verbal intelligence test: Standardization version. Chicago, IL: Riverside.
7. Bradford, S., Alberto, P., Houchins, D.E., Shippen, M.E., & Flores, M. (2006). Using systematic instruction to teach decoding skills to middle school students with moderate intellectual disabilities. Education and Training in Developmental Disabilities, 41, 333—343.
8. Browder, D.M., Spooner, F., Wakeman, S., Trela, K., & Baker, J.N. (2006). Aligning instruction with academic content standards: Finding the link. Research and Practice for Persons with Severe Disabilities, 31, 309—321.
9. Browder, D.M., Wakeman, S., Spooner, F., Ahlgrim-Delzell, L., & Algozzine, B. (2006). Research on reading for students with significant cognitive disabilities. Exceptional Children, 72, 392—408.
10. Browder, D.M., & Xin, P.Y. (1998). A meta-analysis and review of sight word research and its implications fo teaching functional reading to individuals with moderate and severe disabilities. The Journal of Special Education, 32, 130—153.
11. Brown, L., Branston, M.B., Hamré-Nietupski, S., Pumpian, I., Certo, N., & Gruenwald, L. (1979). A strategy for developing chronologically age-appropriate and functional curricular content for severely handicapped adolescents and young adults. The Journal of Special Education, 13, 81—90.
12. Bus, A.G., van Ijzendoorn, M.H., & Pelligrini, A.D. (1995). Joint book reading makes for success in learning to read: A meta-analysis on intergenerational transmission of literacy. Review of Educational Research, 65, 1—21.
13. Cook, A.M., & Hussey, S.M. (2002). Assistive technologies: Principles and practice (2nd ed.). St. Louis, MO: Mosby.
14. Cuvo, A.J., Jacobi, E., & Sipko, R. (1981). Teaching laundry skills to mentally retarded students. Education and Training of the Mentally Retarded, 16, 54—64.
15. Engelmann, S., Becker, W.C., Hanner, S., & Johnson, G. (1980). Corrective Reading Program. Chicago: Science Research Associates.
16. Erickson, K.A., & Kopenhaver, D.A. (1995). Developing a literacy program for children with severe disabilities. The Reading Teacher, 48, 676—684.
17. Gast, D.L., Winterling, V., Wolery, M., & Farmer, J.A. (1992). Teaching first-aid skills to students with moderate handicaps in small group instruction. Education & Treatment of Children, 15, 101—124.
18. Griffen, A.K., Wolery, M., & Schuster, J.W. (1992). Triadic instruction of chained food preparation responses: Acquisition and observational learning. Journal of Applied Behavior Analysis, 25, 257—279.
19. Horner, R.H., Carr, E.G., Halle, J., McGee, G., Odom, S., & Wolery, M. (2005). The use of single-subject research to identify evidence-based practice in special education. Exceptional Children, 71, 165—179.
20. Individuals with Disabilities Education Improvement Act of 2004, 20 U.S.C. §1400 et seq (2004) (reauthorization of the Individuals with Disabilities Education Act of 1990)
21. Kaplan, J.S., & Carter, J. (1995). Beyond behavior modification. A cognitive—behavioral approach to behavior management in the school (3rd ed). Austin, TX: PRO-ED.
22. Katims, D.S. (2000). Literacy instruction for people with mental retardation: Historical highlights and contemporary analysis. Education and Training in Mental Retardation and Developmental Disabilities, 35, 3—15.
23. Kennedy, C.H., & Fisher, D. (2001). Inclusive middle schools. Baltimore: Brookes.
24. Kliewer, C. (1998). Citizenship in the literate community: An ethnography of children with Down syndrome and the written word. Exceptional Children, 64, 167—180.
25. Kliewer, C., & Biklen, D. (2001). “School's not really a place for reading”: A research synthesis of the literate lives of students with severe disabilities. Journal of the Association for Persons with Severe Handicaps, 26, 1—12.
26. Lyon, G.R., Vaasen, M., & Toomey, F. (1989). Teachers perceptions of their undergraduate and graduate preparation. Teacher Education and Special. Education, 12, 164—169.
27. Mayer-Johnson. (2000). Writing With Symbols (Version 2.519). [Computer software]. Solana Beach, CA: Mayer-Johnson Co.
28. McDonnell, J., & Ferguson, B. (1989). A comparison of time delay and decreasing prompt hierarchy strategies in teaching banking skills to students with moderate Handicaps. Journal of Applied Behavior Analysis, 22, 85—91.
29. McDonnell, J., Mathot-Buckner, C., Thorson, N., & Fister, S. (2001). Supporting the inclusion of students with moderate and severe disabilities in junior high school general education classes: The effects of classwide peer tutoring, multi-element curriculum, and accommodations. Education and Training of Children, 24, 141— 160.
30. MetaMetrics. (2004). Lexile Analyzer [Limited-use Internet resource]. The Lexile framework for reading. Available at http://www.lexile.com
31. Moats, L., & Lyon, G.R. (1996). Wanted: Teachers with knowledge of language. Topics In Language Disorders, 16, 73—81.
32. National Institute for Literacy. (2001). Put reading first: The research building blocks for teaching children to read. Washington, DC: Author.
33. National Reading Panel. (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction (NIH Publication No. 00-4769). Washington, DC: U.S. Government Printing Office.
34. No Child Left Behind Act of 2001, 20 U.S.C. 70 § 6301 et seq ( 2002)
35. Reid, R. (1996). Research in self-monitoring with students with learning disabilities: The present, the prospects, the pitfalls. Journal of Learning Disabilities, 29, 239—252.
36. Roe, B.D., Smith, S.H., & Burns, P.C. (2005). Teaching reading in today's elementary schools (9th ed.). Boston: Houghton Mifflin
37. Senechal, M., Thomas, E., & Monker, J.A. (1995). Individual differences in vocabulary acquisition. Journal of Educational Psychology, 87, 218—229.
38. Snyder, E.P. (2002). Teaching students with combined behavioral disorders and mental retardation to lead their own IEP meetings. Behavioral Disorders, 27, 340—357.
39. Thorndike, R.L., Hagen, E.P., & Sattler, J.M. (1986). Stanford-Binet intelligence scales (4th ed.). Chicago, IL: Riverside Publishing Company.
40. U.S. Department of Education. (2005). Alternate achievement standards for students with the most significant cognitive disabilities: Non-regulatory guidance. Washington, DC: Author. Retrieved August 12, 2005, from http://www.ed.gov/policy/elsec/guid/altguidance.doc
41. Vacca, J., Vacca, R., Gove, M., Burkey, L., Lenhart, L., & McKeon, C. (2006). Reading and learning to read (6th ed.). Boston: Allyn & Bacon.
42. Vygotsky, L.S. (1978). Mind and society: The development of higher mental processes. Cambridge, MA: Harvard University Press.
43. Webber, J., Scheuermann, B., McCall, C., & Coleman, M. (1993). Research on self-monitoring behavior management technique in special education classrooms: A descriptive review. Remedial and Special Education, 10, 21—28.
44. Zimmerman, I.L., Steiner, V.G., & Pond, R.E. (1992). Preschool language scale-3 (PLS-3). San Antonio, TX: Psychological Corp.