A Comparison of Discrete Trial Training and Embedded Instruction on the Promotion of Response Maintenance of Coin Counting Skills for Middle School Students with Intellectual Disabilities
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| Language: | English |
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The Ohio State University / OhioLINK
2011
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| Online Access: | http://rave.ohiolink.edu/etdc/view?acc_num=osu1312759633 |
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ndltd-OhioLink-oai-etd.ohiolink.edu-osu13127596332021-08-03T06:03:32Z A Comparison of Discrete Trial Training and Embedded Instruction on the Promotion of Response Maintenance of Coin Counting Skills for Middle School Students with Intellectual Disabilities Turner, Heather L. Special Education Intellectual disability embedded instruction discrete trial training developmental disability response maintenance coin counting middle school This study compared the effects of two different instructional strategies. The first is a systematic, classroom-based, teacher-directed instructional strategy called discrete trial training (DTT). The second is a more naturalistic instructional strategy performed outside of the classroom called embedded instruction. The study was conducted to determine which strategy would best help middle-school-age children with intellectual disabilities maintain acquired math skills over time. The math skill for the students involved was counting quarters and nickels (in like groups), up to $1.50. Either DTT or embedded instruction was provided to the students until they could count quarters and nickels with 100% accuracy across three consecutive trials. After mastery was reached, the students were moved to a maintenance phase where data was collected two times per week, but not on the same day. The data were compared to see which strategy helped students maintain mastery levels of the skill. The strategies were alternated and data from each strategy were compared. The study demonstrated that both instructional methods were able to help students with intellectual disabilities reach mastery levels of performance and maintain these levels over time. However, one student acquired the skill slightly more slowly with DTT, requiring one additional teaching session. In addition, all students were able to apply the embedded instruction skill in various settings and all three students stated that they preferred embedded instruction. 2011-09-26 English text The Ohio State University / OhioLINK http://rave.ohiolink.edu/etdc/view?acc_num=osu1312759633 http://rave.ohiolink.edu/etdc/view?acc_num=osu1312759633 unrestricted This thesis or dissertation is protected by copyright: all rights reserved. It may not be copied or redistributed beyond the terms of applicable copyright laws. |
| collection |
NDLTD |
| language |
English |
| sources |
NDLTD |
| topic |
Special Education Intellectual disability embedded instruction discrete trial training developmental disability response maintenance coin counting middle school |
| spellingShingle |
Special Education Intellectual disability embedded instruction discrete trial training developmental disability response maintenance coin counting middle school Turner, Heather L. A Comparison of Discrete Trial Training and Embedded Instruction on the Promotion of Response Maintenance of Coin Counting Skills for Middle School Students with Intellectual Disabilities |
| author |
Turner, Heather L. |
| author_facet |
Turner, Heather L. |
| author_sort |
Turner, Heather L. |
| title |
A Comparison of Discrete Trial Training and Embedded Instruction on the Promotion of Response Maintenance of Coin Counting Skills for Middle School Students with Intellectual Disabilities |
| title_short |
A Comparison of Discrete Trial Training and Embedded Instruction on the Promotion of Response Maintenance of Coin Counting Skills for Middle School Students with Intellectual Disabilities |
| title_full |
A Comparison of Discrete Trial Training and Embedded Instruction on the Promotion of Response Maintenance of Coin Counting Skills for Middle School Students with Intellectual Disabilities |
| title_fullStr |
A Comparison of Discrete Trial Training and Embedded Instruction on the Promotion of Response Maintenance of Coin Counting Skills for Middle School Students with Intellectual Disabilities |
| title_full_unstemmed |
A Comparison of Discrete Trial Training and Embedded Instruction on the Promotion of Response Maintenance of Coin Counting Skills for Middle School Students with Intellectual Disabilities |
| title_sort |
comparison of discrete trial training and embedded instruction on the promotion of response maintenance of coin counting skills for middle school students with intellectual disabilities |
| publisher |
The Ohio State University / OhioLINK |
| publishDate |
2011 |
| url |
http://rave.ohiolink.edu/etdc/view?acc_num=osu1312759633 |
| work_keys_str_mv |
AT turnerheatherl acomparisonofdiscretetrialtrainingandembeddedinstructiononthepromotionofresponsemaintenanceofcoincountingskillsformiddleschoolstudentswithintellectualdisabilities AT turnerheatherl comparisonofdiscretetrialtrainingandembeddedinstructiononthepromotionofresponsemaintenanceofcoincountingskillsformiddleschoolstudentswithintellectualdisabilities |
| _version_ |
1719430147456630784 |