Teaching Early Numeracy Skills Using Single Switch Voice-Output Devices to Students with Severe Multiple Disabilities

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• 作者：Melissa E. Hudson ; Alana Zambone…
• 关键词：Early numeracy skills ; Severe disabilities ; Physical disabilities ; Multiple disabilities ; Moderate intellectual disability ; Blindness ; Systematic instruction ; Complex communication needs ; Augmentative and alternative communication
• 刊名：Journal of Developmental and Physical Disabilities
• 出版年：2016
• 出版时间：February 2016
• 年：2016
• 卷：28
• 期：1
• 页码：153-175
• 全文大小：464 KB
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• 作者单位：Melissa E. Hudson (1)
  Alana Zambone (1)
  Julie Brickhouse (2)
  
  1. Department of Special Education, Foundations, and Research, East Carolina University, Greenville, NC, 27858, USA
  2. Greenville, NC, USA
  
• 刊物类别：Behavioral Science
• 刊物主题：Psychology
  Child and School Psychology
  Public Health
  Pediatrics
  
• 出版者：Springer Netherlands
• ISSN：1573-3580

文摘

A multiple probe design across participants was used to evaluate the effects of a systematic instructional package with individualized adaptations (e.g., use of AAC and additional manipulatives) on the acquisition of early numeracy skills for three participants with severe multiple disabilities (i.e., severe physical disabilities, moderate intellectual disability, blindness) and complex communication needs. The intervention included scripted lessons, math story read-alouds, manipulatives, and graphic organizers that were adapted to meet participant needs. Voice-output single switch devices were used by participants to respond during instruction and assessment. Twelve early numeracy skills were embedded into each lesson and each lesson was taught three or four times before moving to the next. All participants demonstrated low numbers of correct responses during baseline. After intervention, participant data indicated a therapeutic change in trend and level, demonstrating a functional relationship between the intervention and number of correct early numeracy responses. Social validity measures were collected from the special education teacher. In addition, study limitations, implications for practice, and suggestions for future research are discussed.