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Using Direct Instruction: Teaching Preposition Use to Students With Intellectual Disability.

S Christy Hicks, Christopher J Rivera, Charles L Wood

Language, Speech, and Hearing Services in Schools

|March 27, 2015

Summary

Direct instruction effectively improved preposition use in elementary students with intellectual disability. Students maintained and generalized these language skills, offering an efficient teaching strategy.

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Area of Science:

Speech and Language Pathology
Special Education

Background:

Students with intellectual disability frequently exhibit language delays.
Explicit instruction is often necessary for developing language skills in this population.

Purpose of the Study:

To examine the impact of direct instruction on preposition use and response.
To assess the effectiveness of this approach in elementary students with intellectual disability.

Main Methods:

A multiple-baseline design across prepositions was employed.
The study included replication across three students.

Main Results:

Students demonstrated consistent use and response to prepositions post-instruction.
All participants showed maintenance and generalization of learned preposition skills.

Conclusions:

Direct instruction is a viable and efficient method for teaching prepositions.
This approach has practical implications for educators working with students with intellectual disability.