Functional Story-Based Instruction About Hand Washing to Teach Emergent Literacy Skills and Hand Washing Skills to Three Elementary Students with Significant Intellectual Disabilities
School of Education
Doctor of Education (EdD)
Primary Subject Area
Health Sciences, Hygiene; Health Sciences, Education; Education, General; Education, Health; Education, Special
Disabilities, Functional Skills, literacy
Disability and Equity in Education | Education | Educational Assessment, Evaluation, and Research | Medicine and Health Sciences
Hyer, Glenda, "Functional Story-Based Instruction About Hand Washing to Teach Emergent Literacy Skills and Hand Washing Skills to Three Elementary Students with Significant Intellectual Disabilities" (2012). Doctoral Dissertations and Projects. 586.
This study used a multiple baseline across participants design to evaluate the effects of Functional Story-Based Instruction about hand washing on the independent and correct emergent literacy responses and independent and correct hand washing responses of three elementary students with significant intellectual disabilities in small inclusive reading groups. Data were collected during baseline, intervention, and generalization phases, and then analyzed using visual analyses. The result of the study indicated a functional relationship between the independent and dependent variables. Social validity indicated Functional Story-Based Instruction about hand washing was an effective approach for teaching both emergent literacy skills and hand washing skills to students with significant intellectual disabilities. Limitations, suggestions for future research, and implications for practice are provided.
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