Evaluating Evidence-Based Practice in Teaching Science Content to Students with Severe Developmental Disabilities
- UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
- Bree Ann Jimenez, Assistant Professor (Creator)
- Institution
- The University of North Carolina at Greensboro (UNCG )
- Web Site: http://library.uncg.edu/
Abstract: A comprehensive review of the literature was conducted for articles published between 1985 and May 2009 to (a) examine the degree to which science content was taught to students with severe developmental disabilities and (b) and evaluate instructional procedures in science as evidence-based practices. The review was organized by a conceptual model developed for science content. Seventeen experiments were analyzed for research quality where science content was taught to this population; 14 of these studies were viewed to be of high or adequate quality. In general, we found systematic instruction as an overarching instructional package to be an evidence-based practice for teaching science content. Furthermore, components of systematic instruction (i.e., task analytic instruction and time delay) were analyzed. We discuss the outcomes to reflect how to teach science, what science content to teach, why to teach science, and recommendations for future research and practice.
Evaluating Evidence-Based Practice in Teaching Science Content to Students with Severe Developmental Disabilities
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Additional Information
- Publication
- Research and Practice for Persons with Severe Disabilities, 36(1/2), 62-75
- Language: English
- Date: 2011
- Keywords
- students with severe developmental disabilities, science evidenced-based practices, teaching science to students with severe developmental disabilities, comprehensive literature review of teaching science skills to students with severe developmental disabilities