This study examined the effects of teaching students with moderate intellectual disabilities to use sight words embedded in an order form to prepare bagged lunches. The intervention package consisted of decontextualized sight word instruction and bagged lunch preparation via peer modeling by other students with intellectual disabilities. A multiple probe design across word sets was employed to evaluate the effects of sight word instruction on four measures: decontextualized flashcard reading, contextualized order from reading, accurate item selection, and bagged lunch preparation task steps. The bagged lunch task analysis was used to measure the participants' comprehension of the target words and their ability to demonstrate stimulus and response generalization. Results indicate that the intervention package was effective in teaching two of the four students to use sight words embedded in order forms to make bagged lunches. They also generalized their ability to making novel bagged lunches when the sight words were recombined on order forms. The advantages of using students with intellectual disabilities as peer-models to promote functional literacy skills are discussed, as well as intervention procedures that promote success when peer modeling is not appropriate. / A Dissertation submitted to the School of Communication Science and Disorders in partial fulfillment of the requirements
for the degree of Doctor of Philosophy. / Spring Semester, 2010. / December 7, 2009. / Peer Modeling, Intellectual Disabilities, Sight Word Intervention, Sight Word, Sight Word Vocabulary / Includes bibliographical references. / Howard Goldstein, Professor Co-Directing Dissertation; Bruce M. Menchetti, Professor Co-Directing Dissertation; Barbara J. Edwards, University Representative; Carla Wood Jackson, Committee Member.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_254278 |
| Contributors | Green, Anna Darnese (authoraut), Goldstein, Howard (professor co-directing dissertation), Menchetti, Bruce M. (professor co-directing dissertation), Edwards, Barbara J. (university representative), Jackson, Carla Wood (committee member), School of Communication Science and Disorders (degree granting department), Florida State University (degree granting institution) |
| Publisher | Florida State University, Florida State University |
| Source Sets | Florida State University |
| Language | English, English |
| Detected Language | English |
| Type | Text, text |
| Format | 1 online resource, computer, application/pdf |
| Rights | This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s). The copyright in theses and dissertations completed at Florida State University is held by the students who author them. |
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