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Journal of Autism and Developmental Disorders
Gepubliceerd in:

27-02-2018 | Original Paper

Scripted and Unscripted Science Lessons for Children with Autism and Intellectual Disability

Auteurs: Victoria F. Knight, Belva Collins, Amy D. Spriggs, Emily Sartini, Margaret Janey MacDonald

Gepubliceerd in: Journal of Autism and Developmental Disorders | Uitgave 7/2018

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Abstract

Both scripted lessons and unscripted task analyzed lessons have been used effectively to teach science content to students with intellectual disability and autism spectrum disorder. This study evaluated the efficacy, efficiency, and teacher preference of scripted and unscripted task analyzed lesson plans from an elementary science curriculum designed for students with intellectual disability and autism spectrum disorder by evaluating both lesson formats for (a) student outcomes on a science comprehension assessment, (b) sessions to criterion, and (c) average duration of lessons. Findings propose both lesson types were equally effective, but unscripted task analyzed versions may be more efficient and were preferred by teachers to scripted lessons. Implications, limitations, and suggestions for future research are also discussed.
vorige artikel I Wanna Play Too: Factors Related to Changes in Social Behavior for Children With and Without Autism Spectrum Disorder After Implementation of a Structured Outdoor Play Curriculum
volgende artikel Brief Report: Self-Injurious Behaviors in Preschool Children with Autism Spectrum Disorder Compared to Other Developmental Delays and Disorders
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Metagegevens
Titel
Scripted and Unscripted Science Lessons for Children with Autism and Intellectual Disability
Auteurs
Victoria F. Knight
Belva Collins
Amy D. Spriggs
Emily Sartini
Margaret Janey MacDonald
Publicatiedatum
27-02-2018
Uitgeverij
Springer US
Gepubliceerd in
Journal of Autism and Developmental Disorders / Uitgave 7/2018
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432
DOI
https://doi.org/10.1007/s10803-018-3514-0

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  • Letter to the Editor

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Brief Report: Self-Injurious Behaviors in Preschool Children with Autism Spectrum Disorder Compared to Other Developmental Delays and Disorders

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No Evidence Against Sketch Reinstatement of Context, Verbal Labels or the Use of Registered Intermediaries for Children with Autism Spectrum Disorder: Response to Henry et al. (2017)

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