Using Direct Instruction: Teaching Preposition Use to Students With Intellectual Disability Purpose Students with intellectual disability often struggle with significant language delays or impairments and can require explicit instruction in language skills. The purpose of this study was to investigate the effects of direct instruction on the use of and response to prepositions by 3 elementary school students with intellectual disability. ... Research Article
Research Article  |   July 01, 2015
Using Direct Instruction: Teaching Preposition Use to Students With Intellectual Disability
 
Author Affiliations & Notes
  • S. Christy Hicks
    West Chester University, PA
  • Christopher J. Rivera
    East Carolina University, Greenville, NC
  • Charles L. Wood
    University of North Carolina at Charlotte
  • Disclosure: The authors have declared that no competing interests existed at the time of publication.
    Disclosure: The authors have declared that no competing interests existed at the time of publication.×
  • Correspondence to Christopher J. Rivera: riverac@ecu.edu
  • Editor: Marilyn Nippold
    Editor: Marilyn Nippold×
  • Associate Editor: Sonja Pruitt-Lord
    Associate Editor: Sonja Pruitt-Lord×
Article Information
School-Based Settings / Research Issues, Methods & Evidence-Based Practice / Attention, Memory & Executive Functions / Research Articles
Research Article   |   July 01, 2015
Using Direct Instruction: Teaching Preposition Use to Students With Intellectual Disability
Language, Speech, and Hearing Services in Schools, July 2015, Vol. 46, 194-206. doi:10.1044/2015_LSHSS-14-0088
History: Received September 24, 2014 , Revised February 18, 2015 , Accepted March 10, 2015
 
Language, Speech, and Hearing Services in Schools, July 2015, Vol. 46, 194-206. doi:10.1044/2015_LSHSS-14-0088
History: Received September 24, 2014; Revised February 18, 2015; Accepted March 10, 2015
Web of Science® Times Cited: 1

Purpose Students with intellectual disability often struggle with significant language delays or impairments and can require explicit instruction in language skills. The purpose of this study was to investigate the effects of direct instruction on the use of and response to prepositions by 3 elementary school students with intellectual disability.

Method A multiple-baseline design across prepositions was used in this study with replication across students.

Results Results of this study found that students were able to use and respond to prepositions consistently after receiving direct instruction on each of the 3 target prepositions. Furthermore, all 3 students demonstrated maintenance and generalization of the prepositions.

Conclusion These results have implications for practice that could influence preposition acquisition for students with intellectual disability, providing educators with a simple, efficient instructional approach.

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