اثرات آموزش طبیعت گرایانه بر مهارت های آگاهی واج شناختی کودکان دارای معلولیت های فکری و رشد

This study evaluated the effects of an intervention for teaching phonological awareness skills to kindergarten-age children with intellectual and developmental disabilities. The intervention employed a combined multiple treatment and multiple baseline design, embedded in playtime and implemented under naturally occurring conditions. Six children in a special education kindergarten class were taught syllable segmentation, first sound identification, and phoneme segmenting. Results indicated that all children made gains on each skill. Results are discussed in light of current research on phonological awareness intervention for young children with intellectual and developmental disabilities.