| Title |
Scripted and Unscripted Science Lessons for Children with Autism and Intellectual Disability
|
|---|---|
| Published in |
Journal of Autism and Developmental Disorders, February 2018
|
| DOI | 10.1007/s10803-018-3514-0 |
| Pubmed ID | |
| Authors |
Victoria F. Knight, Belva Collins, Amy D. Spriggs, Emily Sartini, Margaret Janey MacDonald |
| Abstract |
Both scripted lessons and unscripted task analyzed lessons have been used effectively to teach science content to students with intellectual disability and autism spectrum disorder. This study evaluated the efficacy, efficiency, and teacher preference of scripted and unscripted task analyzed lesson plans from an elementary science curriculum designed for students with intellectual disability and autism spectrum disorder by evaluating both lesson formats for (a) student outcomes on a science comprehension assessment, (b) sessions to criterion, and (c) average duration of lessons. Findings propose both lesson types were equally effective, but unscripted task analyzed versions may be more efficient and were preferred by teachers to scripted lessons. Implications, limitations, and suggestions for future research are also discussed. |
X Demographics
The data shown below were collected from the profile of 1 X user who shared this research output. Click here to find out more about how the information was compiled.
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| Unknown | 1 | 100% |
Demographic breakdown
| Type | Count | As % |
|---|---|---|
| Members of the public | 1 | 100% |
Mendeley readers
The data shown below were compiled from readership statistics for 63 Mendeley readers of this research output. Click here to see the associated Mendeley record.
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| Unknown | 63 | 100% |
Demographic breakdown
| Readers by professional status | Count | As % |
|---|---|---|
| Student > Ph. D. Student | 6 | 10% |
| Student > Master | 6 | 10% |
| Student > Doctoral Student | 6 | 10% |
| Student > Bachelor | 4 | 6% |
| Researcher | 4 | 6% |
| Other | 11 | 17% |
| Unknown | 26 | 41% |
| Readers by discipline | Count | As % |
|---|---|---|
| Social Sciences | 12 | 19% |
| Arts and Humanities | 6 | 10% |
| Psychology | 6 | 10% |
| Medicine and Dentistry | 2 | 3% |
| Mathematics | 1 | 2% |
| Other | 7 | 11% |
| Unknown | 29 | 46% |
Attention Score in Context
This research output has an Altmetric Attention Score of 1. This is our high-level measure of the quality and quantity of online attention that it has received. This Attention Score, as well as the ranking and number of research outputs shown below, was calculated when the research output was last mentioned on 28 February 2018.
All research outputs
#21,376,200
of 23,867,274 outputs
Outputs from Journal of Autism and Developmental Disorders
#4,711
of 5,240 outputs
Outputs of similar age
#295,557
of 333,128 outputs
Outputs of similar age from Journal of Autism and Developmental Disorders
#112
of 114 outputs
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