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Effects of Structured Teaching Strategies on Gardening Skills among Students with Mild Intellectual Disabilities
structured teaching strategies
mild intellectual disabilities
The purpose of this study was to investigate the effects of structured teaching strategies on gardening skills among students with mild intellectual disabilities. The single subject research across subjects with multiple baseline design was used in the study. Participants of study are three senior high school students with mild intellectual disabilities. The independent variable were structured teaching strategies and the dependent variable were learning outcomes of the gardening skills demonstrated by students. Data were collected based on four phases: baseline, intervention, generalization, and maintenance. Visual analysis and simplified time-series analysis were used to analyze the effectiveness of the training. Results of the study were as follows: 1. The structured teaching strategies was effective on the acquisition of gardening skills for the junior high school students with mild intellectual disabilities. 2. The structured teaching strategies was effective on maintaining the gardening skills for the junior high school students with mild intellectual disabilities. 3. The structured teaching strategies was effective on generalizing gardening skills for the junior high school students with mild intellectual disabilities.
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