Training Teachers to Follow a Task Analysis to Engage Middle School Students With Moderate and Severe Developmental Disabilities in Grade-Appropriate Literature

By D. Browder, Katherine Trela, Bree A. Jimenez. 2007

177 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/5adbaa976530ceac021c56387920db093acdc912

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In Cognitive Neuroscience

In Developmental and Educational Psychology

Citations in the corpus

A Modified Dialogic Reading Intervention for Preschool Children With Autism Spectrum Disorder (2017, background): “, 2000) to greater frequency of response to questions and improved story comprehension (Browder et al., 2007; Mims et al., 2012; Mucchetti, 2013).”
Teaching Elementary Students with Multiple Disabilities to Participate in Shared Stories (2008, methodology): “Building on the work of Browder et al. (2007), a task analysis was used for teaching engagement with the shared stories, with the additional goal of developing a strategy for individualizing this task analysis to the unique characteristics of each student.”
Grade-Aligned Math Instruction for Secondary Students with Moderate Intellectual Disability (2012, unknown): “Browder, Trela, and Jimenez (2007) demonstrated how to promote active participation in literature adapted from middle and high school novels for students with moderate/severe intellectual disability or autism.”
Evidence-Based Practice for Teaching Academics to Students With Severe Developmental Disabilities (2012, background): “As Table 2 indicates, although most (n = 13) studies identified in this review used time delay, the remaining five used a system of least-intrusive prompts (Browder et al., 2007; Cihak et al., 2006; Courtade et al., 2010; Jimenez et al., 2008; Mechling, 2004).”
Evaluating the Evidence Base of Shared Story Reading to Promote Literacy for Students with Extensive Support Needs (2011, methodology): “…2011, Vol. 36, No. 1Y2, 34–45 copyright 2011 by TASH 34 When shared story reading is used with older children (e.g., story-based lesson or literature-based lesson), the content and style of the lessons differ to reflect that of age-appropriate literature (e.g., chapters; Browder et al., 2007).”
Using Read-Alouds of Grade-Level Biographies and Systematic Prompting to Promote Comprehension for Students With Moderate and Severe Developmental Disabilities (2012, methodology): “For example, Browder et al. (2007) found training effective for three middle school special education teachers to promote literacy for their students with moderate and severe disabilities during shared story reading and Mims et al. (2010) trained a teacher and two paraprofessionals to use least…”