THE EFFECTS OF DIRECT INSTRUCTION AND SELF-MANAGEMENT (DS) ON THE ORGANIZATIONAL SKILLS OF ELEMENTARY STUDENTS WITH ORGANIZATIONAL IMPAIRMENT

Direct Instruction;Self-Management;ADHD;LD;not listed

Green, Monique JenelleCastellani, John D. ;

Johns Hopkins University

关键词: Direct Instruction;    Self-Management;    ADHD;    LD;    not listed;   

Others  :  https://jscholarship.library.jhu.edu/bitstream/handle/1774.2/39503/GREEN-DISSERTATION-2014.pdf?sequence=1&isAllowed=y

瑞士|英语

来源: JOHNS HOPKINS DSpace Repository

【 摘 要 】

The purpose of this study was to evaluate the effectiveness of an instructional package consisting of direct instruction and self-management on the organizational skills of 4 elementary students with organizational impairments. Direct instruction provides opportunities for organizationally impaired students to have organizational skills explained, taught, modeled, and practiced. Self-management helps students to control their learning and behavior.A multiple baseline design across participants was used to evaluate the effectiveness of the intervention.Two participants with Learning Disabilities (one male and one female) and two participants with Attention Deficit Hyperactivity Disorder (one male and one female), ages 7-11, enrolled in an private elementary religious school, participated in 4, contiguous, weeks of scripted lessons on the following: bringing materials to lessons, organizing a notebook, organizing a desk, and putting it all together (a review of selected lessons from the previous three weeks).The occurrences of combined organizational skills (e.g., bringing materials to lessons, organizing a notebook, and organizing a desk) increased as a function of the intervention for all participants.A probe was conducted two weeks after the completion of the study that indicated that the organizational skills obtained by the participants were maintained.