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Does Active Engagement in Science In...

Lanza, Kristina.

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Does Active Engagement in Science Increase Time on Task for Students with Severe Disabilities?

Record Type:	Electronic resources : Monograph/item
Title/Author:	Does Active Engagement in Science Increase Time on Task for Students with Severe Disabilities?/
Author:	Lanza, Kristina.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
Description:	66 p.
Notes:	Source: Masters Abstracts International, Volume: 57-05.
Contained By:	Masters Abstracts International57-05(E).
Subject:	Education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10823542
ISBN:	9780355971019

Does Active Engagement in Science Increase Time on Task for Students with Severe Disabilities?
Lanza, Kristina.

Does Active Engagement in Science Increase Time on Task for Students with Severe Disabilities? - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 66 p.

Source: Masters Abstracts International, Volume: 57-05.

Thesis (M.A.)--Hofstra University, 2018.

There has been limited research related to active engagement in science for students with disabilities, especially with STEM design challenges. Often, it is challenging to engage students during non-preferred tasks such as lessons, but STEM challenges can be a vehicle to promote engagement and time on task. This study analyzed the relationship between hands-on lessons and the attention on-task for students with disabilities. The teacher used research-driven strategies to engage students in a self-contained class in a design challenge related to a science unit. The curriculum was geared towards helping the students learn functional life skills embedded in the science topics such as hygiene and healthy eating. The results of the study display an upward trend in attention to task for students with disabilities while engaged in a STEM unit. The results also show a downward trend in the level of prompting needed for students to accurately complete each KSB.

ISBN: 9780355971019Subjects--Topical Terms:

516579
Education.

Does Active Engagement in Science Increase Time on Task for Students with Severe Disabilities?
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520 $a There has been limited research related to active engagement in science for students with disabilities, especially with STEM design challenges. Often, it is challenging to engage students during non-preferred tasks such as lessons, but STEM challenges can be a vehicle to promote engagement and time on task. This study analyzed the relationship between hands-on lessons and the attention on-task for students with disabilities. The teacher used research-driven strategies to engage students in a self-contained class in a design challenge related to a science unit. The curriculum was geared towards helping the students learn functional life skills embedded in the science topics such as hygiene and healthy eating. The results of the study display an upward trend in attention to task for students with disabilities while engaged in a STEM unit. The results also show a downward trend in the level of prompting needed for students to accurately complete each KSB.
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