This dissertation is accessible only to the Illinois State University community.

  • Off-Campus ISU Users: To download this item, click the "Off-Campus Download" button below. You will be prompted to log in with your ISU ULID and password.
  • Non-ISU Users: Contact your library to request this item through interlibrary loan.

Date of Award

6-12-2018

Document Type

Thesis and Dissertation-ISU Access Only

Degree Name

Doctor of Education (EdD)

Department

Department of Special Education

First Advisor

Karen H. Douglas

Abstract

This multiple probe across behaviors design study evaluated the effectiveness of using a video model and constant time delay procedures to teach two high school students to sequence American history/civics topics. Students received their intervention probes from their special education co-taught classroom teacher and the primary researcher. Topics presented to the student were the same topics students learned within their co-taught academic class. As a secondary measure, students verbalized the sequences. Visual analysis indicated a functional relation between the use of video model and constant time delay for one student, while the other student met criteria for all three topics with variable baseline. Limitations and implication for practice are discussed.

Comments

Imported from ProQuest Kroesch_ilstu_0092E_11263.pdf

DOI

http://doi.org/10.30707/ETD2018.Kroesch.A

Page Count

159

Off-Campus Download

Share

COinS