Positive effects of naturalistic instruction on phonological awareness skills of children with intellectual and developmental disabilities

摘要

Design: A multiple treatment design embedded within a multiple baseline ccross two cohorts of three children was used to evaluate intervention effectiveness and generalizalion.Allocation: All children who met eligibility criteria and had consent participated in the study. No rationale lor order of treatment was civen.Blinding: The interventionists and individuals analyzing the data were rot blind to the purpose of the study.Study duration: Duration of intervention ranged from 21 to 31 sessions across participants.Setting: The study was conducted wilhin a special educationkindergarten classroom at a Title 1 school in the Midwestern United States. The class consisted of up lo 10 children with intellectual disabilities and developmental delays. The classroom had one lead teacher who had a BA in special education and four years of leaching experience, as well as two para-educators, who each had two years of teaching experience.