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Using a Simultaneous Prompting Procedure with an iPad to Teach the Pythagorean Theorem to Adolescents with Moderate Intellectual Disability
ARTICLE

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RPFPWSD Volume 38, Number 4, ISSN 1540-7969

Abstract

Providing standards-based instruction in core content areas for individuals with moderate and severe disabilities is a hot topic in the field of special education, and teachers struggle to find the best methods for providing high-quality standards-based instruction in core content areas that also has personal relevance for the students. This investigation evaluated the effectiveness of a simultaneous prompting procedure to teach four adolescents with moderate intellectual disabilities to use the Pythagorean theorem to solve real-life scenarios (i.e., sewing, using a ladder, finding dimensions of a screen) shown on a short video on an iPad. A multiple probe design across participants evaluated the effectiveness of the procedure. Results indicate the participants acquired the skill of using the Pythagorean theorem and generalized it to additional real-life, novel problems. Social validity, limitations, and implications for practitioners are also discussed.

Citation

Creech-Galloway, C., Collins, B.C., Knight, V. & Bausch, M. (2013). Using a Simultaneous Prompting Procedure with an iPad to Teach the Pythagorean Theorem to Adolescents with Moderate Intellectual Disability. Research and Practice for Persons with Severe Disabilities, 38(4), 222-232. Retrieved July 23, 2019 from .

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