Moderate Intellectual Disabilities and Technology
Students with Moderate Intellectual Disabilities Using Two-Way Radios
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Educators of students with more severe intellectualdisabilities face a significant challenge inpreparing their students while in school to function,acquire, and maintain skills that would facilitatesuccessful performance and transition to theworkforce. This research investigatedeffectiveness/efficiency of three schedules in skillacquisition and generalization of two-way radio usageto report task completion by students with moderateintellectual disabilities. The scheduleswere:community-based instruction(CBI),community basedinstruction plus simulated instruction in theclassroom(CBISC)and simulat...
Educators of students with more severe intellectual
disabilities face a significant challenge in
preparing their students while in school to function,
acquire, and maintain skills that would facilitate
successful performance and transition to the
workforce. This research investigated
effectiveness/efficiency of three schedules in skill
acquisition and generalization of two-way radio usage
to report task completion by students with moderate
intellectual disabilities. The schedules
were:community-based instruction(CBI),community based
instruction plus simulated instruction in the
classroom(CBISC)and simulated instruction in the
classroom(SICO). Nine students with moderate
intellectual disabilities were taught to use a
two-way radio. The results revealed that CBI schedule
was the overall most efficient schedule for skill
acquisition. The second most efficient was the CBISC
and the least efficient was SICO. Based on Mean
scores, learning efficiency appeared to be greater
for the CBI and CBISC participants. For
generalization, the CBISC appeared to be the most
effective followed by SICO. CBI schedule appeared to
be the least effective for skill generalization.
disabilities face a significant challenge in
preparing their students while in school to function,
acquire, and maintain skills that would facilitate
successful performance and transition to the
workforce. This research investigated
effectiveness/efficiency of three schedules in skill
acquisition and generalization of two-way radio usage
to report task completion by students with moderate
intellectual disabilities. The schedules
were:community-based instruction(CBI),community based
instruction plus simulated instruction in the
classroom(CBISC)and simulated instruction in the
classroom(SICO). Nine students with moderate
intellectual disabilities were taught to use a
two-way radio. The results revealed that CBI schedule
was the overall most efficient schedule for skill
acquisition. The second most efficient was the CBISC
and the least efficient was SICO. Based on Mean
scores, learning efficiency appeared to be greater
for the CBI and CBISC participants. For
generalization, the CBISC appeared to be the most
effective followed by SICO. CBI schedule appeared to
be the least effective for skill generalization.
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