Abstract
This report describes a systematic approach to teaching functional measurement skills. Three mentally retarded students received instruction in seven areas related to ruler usage. A task analysis of measurement skills identified the first three areas as prerequisite skills and the remaining four as basic components of measuring. Results showed that students learned to measure correctly on follow-up tests. Students also showed improvement in estimating and measuring the length of novel objects. The importance of task analyses and their utility in assessment are discussed in the context of a lack of validated teaching programs for mentally retarded students in skills often covered by elementary texts.
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