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Teaching American Government Content to Students with Developmental Disabilities Using Technology and Constant Time Delay

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Abstract

Instructional technology plays a role in supporting access to and meaningful participation in general education curriculum for students with developmental disabilities in inclusive classrooms. In this study, two 18-year-old students with developmental disabilities received technology-supported instruction to assist with learning the content in their co-taught American government class. Two interventionists (i.e., a special education teacher and a researcher) implemented video modeling and used constant time delay procedures to teach the pictorial sequencing of three social studies topics on an iPad®. As a secondary measure, students verbally explained the picture sequences. Researchers used a multiple probe design across behaviors and replicated across participants. Visual analysis indicated a functional relation between the use of the intervention and the number of correctly sequenced pictures. Limitations and implications for practice are discussed.

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Authors and Affiliations

  1. Department of Special Education, Illinois State University, Campus Box 5910, Normal, IL, 61790, USA

    Allison M. Kroesch

  2. Radford University, Peters Hall C170, Radford, VA, 24142, USA

    Karen H. Douglas

  3. UW Milwaukee, P.O. Box 413, Milwaukee, WI, 53201-0413, USA

    Sara Jozwik

  4. Coastal Carolina University, P.O. Box 261954, Conway, SC, 29528, USA

    Nicole M. Uphold

  5. Illinois State University, Campus Box 5910, Normal, IL, 61790, USA

    Yun-Ching Chung

Authors
  1. Allison M. Kroesch
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  2. Karen H. Douglas
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  3. Sara Jozwik
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  4. Nicole M. Uphold
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  5. Yun-Ching Chung
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Correspondence to Allison M. Kroesch.

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All procedures performed in studies involving human participants were in accordance with the ethical standards of the Institutional Review Board and/or national research committee and with the 1964 Helsinki declaration and its later amendments or comparable ethical standards.

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Kroesch, A.M., Douglas, K.H., Jozwik, S. et al. Teaching American Government Content to Students with Developmental Disabilities Using Technology and Constant Time Delay. J Dev Phys Disabil 32, 925–941 (2020). https://doi.org/10.1007/s10882-019-09726-9

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  • DOI: https://doi.org/10.1007/s10882-019-09726-9

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