title: Effects of direct instruction on the acquisition of prepositions by students with intellectual disabilities.
abstract: Some students with intellectual disabilities require explicit instruction of language skills, including preposition use; however, little is known about effective ways to teach preposition use to this population. This study examined direct instruction (DI) to teach students to use and respond to prepositions. Results indicated that DI was an effective way to teach prepositions. Limitations and directions for future research are discussed.
authors.affiliation: University of North Carolina at Charlotte, Charlotte, North Carolina, USA.
authors.forename: S Christy
authors.initials: SC
authors.lastname: Hicks
authors.forename: Keri S
authors.initials: KS
authors.lastname: Bethune
authors.forename: Charles L
authors.initials: CL
authors.lastname: Wood
authors.forename: Nancy L
authors.initials: NL
authors.lastname: Cooke
authors.forename: Pamela J
authors.initials: PJ
authors.lastname: Mims
mesh_terms: D000293:Adolescent; D004495:Education of Persons with Intellectual Disabilities; D005793:Generalization, Psychological; D006801:Humans; D008607:Intellectual Disability / Q000523:psychology* / Q000534:rehabilitation*; D008037:Linguistics; D008297:Male; D013334:Students; D013663:Teaching / Q000379:methods*