Increasing Inferential Comprehension scores of Intermediate-Age Mildly Retarded Students Using Two Direct Teaching Procedures

Abstract

An investigation of the effectiveness of two direct instruction teaching procedures in increasing inferential comprehension scores of intermediate age mildly retarded subjects was conducted. A cross-over experimental design wherein eight mildly retarded subjects received both instructional interventions was used. Inferential comprehension questions requiring subjects to predict outcome and draw conclusions were asked daily both after reading a story passage and after listening. Answers given by subjects were recorded by the instructor and later judged by two independent raters according to an Inference Rating Scale devised by the researcher. Performance of all subjects on inference questions improved from baseline to follow-up assessment. Degree of improvement varied for individual subjects. No significant differences were found in the effectiveness of the two instructional procedures. Both instructional conditions produced generalization from instruction in one of the skills, either drawing conclusions or predicting outcomes, to the other skill. Four subjects received an extended baseline period and four subjects received a return-to-baseline period, during which maintenance of skill acquisition was determined. Extended baseline inference scores for the four subjects were higher than during the baseline, but not as high as scores for subjects receiving either instructional intervention during that same period. Follow-up scores showed maintenance of skill acquisition over a 5 week period. It was concluded that intermediate age mildly retarded students can be taught to deal with abstract thinking as represented by predicting outcomes and drawing conclusions, given that those skills are instructed directly.