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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 5 of 5 1 Measuring the Concurrent Effects of One Listening Comprehension Intervention on the Comprehension and Communication of Students with ASD and ID Haughney, Kathryn L In: Georgia Educational Research Association Conference (2018) Abstract: In efforts to achieve the dreams and possibilities of special education academic instruction, teaching efforts should be a reflection of complex and interrelated student needs. The presenter will detail a series of single-case design studies that test the efficacy of one intervention on two essential educational needs for students with Autism and Intellectual Disability. These studies examined the effects of text-based listening comprehension strategy instruction through the measure of two concurrent dependent variables: listening comprehension responses to wh- questions and communicative turn-taking during a one-on-one discussion of those texts. The results generalized to communicative turn-taking in the special education classroom discussions. Participants were four high school students with moderate to severe disabilities and communication needs supported by augmentative and alternative communication (AAC). Additional data included the target student's views of the intervention, and the classroom staff’s view of the changes observed between baseline and intervention communicative turn-taking by target participants with disabilities. The results yielded a functional relation for the intervention and both dependent variables, which indicated a causal connection between listening comprehension and communicative turn-taking in this case. The presenter will review the unique features of the methods and the implications for future research. Keyword: academic instruction; autism; communication; Education; single-case design; special education URL: https://digitalcommons.georgiasouthern.edu/gera/2018/2018/12 BASE Hide details 2 Performance Feedback to Improve Classroom Management Practices Garcia, Melissa. - : eScholarship, University of California, 2015 In: Garcia, Melissa. (2015). Performance Feedback to Improve Classroom Management Practices. UC Riverside: Education. Retrieved from: http://www.escholarship.org/uc/item/4vk9m5p5 (2015) BASE Show details 3 Morphological Analysis Training for English Language Learners With Reading Difficulties Davidson, Sean Jeremy. - : eScholarship, University of California, 2014 In: Davidson, Sean Jeremy. (2014). Morphological Analysis Training for English Language Learners With Reading Difficulties. UC Riverside: Education. Retrieved from: http://www.escholarship.org/uc/item/70c919st (2014) BASE Show details 4 Morphological Analysis Training for English Language Learners With Reading Difficulties Davidson, Sean Jeremy. - : eScholarship, University of California, 2014 BASE Show details 5 Morphological Analysis Training for English Language Learners With Reading Difficulties Davidson, Sean Jeremy. - : eScholarship, University of California, 2014 BASE Show details

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