Online ISSN: 2325-7466
2006
Triannual
National Association of Special Education Teachers (NASET)
United States

Articles

The Effects of Mass Trials versus Distributed Trials During a Shared Story Reading for Students with Moderate to Severe Disabilities

Mona Nasir-Tucktuck, Ph.D., Joshua N. Baker, Ph.D., Cori More, Ph.D., K. Ryan Wennerlind, M.Ed., Stephanie Devine, Ph.D.
  • Mona Nasir-Tucktuck, Ph.D. (Author) University of Nevada, Las Vegas image/svg+xml
    Mona Nasir-Tucktuck received her doctorate degree in Special Education from the University of Nevada, Las Vegas (UNLV). Currently, she is a visiting assistant professor in special education at UNLV. Her research interests are: including students with intellectual disabilities in academics through Universal Design for Learning (UDL), embedded instruction, and shared story reading.
  • Joshua N. Baker, Ph.D. (Author) University of Nevada, Las Vegas
    Joshua Baker is an associate professor of special education at the University of Nevada, Las Vegas. His research interests include accessing the general education curriculum and post-secondary education access for students with disabilities.
  • Cori More, Ph.D. (Author) University of Nevada, Las Vegas
    Dr. Cori More, BCBA, is an Assistant Professor of Special Education in the Department of Early Childhood, Multilingual and Special Education at the University of Nevada La s Vegas. Her research includes examining social skills for young children with disabilities, translating behavior/al principles to teacher practice and improving teacher education. In additional to her work as an assistant professor she is also co-director of the UNLV Center for Autism Spectrum Disorders and Co-Principal Investigator of an OSEP personnel preparation grant.
  • K. Ryan Wennerlind, M.Ed. (Author) University of Nevada, Las Vegas
    K. Ryan Wennerlind received his BA degree in Health Education from the University of Nevada, Las Vegas and M.Ed in Special Education from the University of Nevada, Las Vegas. His experience includes working as a special education teacher for the Clark County School District and serving students with intellectual/developmental disabilities. He is currently associate director for the Center for Autism Spectrum Disorders and Project FOCUS at the University of Nevada, Las Vegas. His research interests includes post-secondary education and post-secondary education outcomes for students with intellectual/developmental disabilities.
  • Stephanie Devine, Ph.D. (Author) Georgia Southern University image/svg+xml
    Stephanie M. Devine received her Ph.D. in special education from the University of Nevada, Las Vegas. She is currently an assistant professor in the Department of Elementary and Special Education at Georgia Southern University. Her research interests include access to text and independence for young adults with moderate to significant disabilities through the use of handheld technology.
DOI
https://doi.org/10.64546/jaasep.422
Abstract
This study used a single-subject alternating treatment design across students to compare mass discrete trials and distributed mass trials distributed in a shared story reading on the acquisition of functional skills for students with Autism. The results of this study examined a functional relationship between the interventions on the acquisition of skills and decrease in interfering behaviors. Two early childhood students in a self-contained classroom were the participants for the study. The results of the study indicated that both instructional strategies were effective in supporting the acquisition of the target skills. However, the interfering behaviors of the two students were different in both instructional settings. The results suggest that students were able to generalize better using the distributed trials. Also, using the shared story reading allowed the students to access the general education literacy curriculum and exposed the students to emergent literacy skills that are typically taught to their peers in the general education classes. Results and conclusions are discussed in terms of future research and implications for including children with moderate and severe disabilities in general education classes.
Keywords
Autism, Elementary School Students, Emergent Literacy, Moderate Intellectual Disability, Reading Aloud to Others, Reading Improvement
References

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There are 22 references in total.
How to Cite
Nasir-Tucktuck, M., Baker, J. N., More, C., Wennerlind, K. R., & Devine, S. M. (2020). The Effects of Mass Trials versus Distributed Trials During a Shared Story Reading for Students with Moderate to Severe Disabilities. Journal of the American Academy of Special Education Professionals, 15(2), 6-20. https://doi.org/10.64546/jaasep.422

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