Article
Effects of Simulation to Teach Students With Disabilities Basic Finance Skills
Remedial and Special Education
(2012)
Abstract
This study used a multiple probe design across participants to examine the effects of classroom simulation using static picture prompts to teach students to make a purchase using a debit card and track expenses by subtracting purchase amounts and adding deposits into a check register. Results demonstrated a functional relation between simulated instruction and students' ability to complete a 20-step task analysis of debit card use and expense and deposit tracking in a check register. Students were able to generalize purchasing skills to new community settings up to 5 weeks after intervention. Implications for practice and recommendations for future research are described. (Contains 3 tables and 1 figure.)
Keywords
- Disabilities,
- Money Management,
- Simulation,
- Special Education,
- Community Based Instruction (Disabilities),
- Intervention,
- Teacher Attitudes,
- Student Attitudes,
- High School Students,
- Credit (Finance),
- Purchasing,
- Case Studies,
- Interrater Reliability,
- Peer Acceptance,
- Fidelity
Disciplines
Publication Date
July 1, 2012
DOI
10.1177/0741932512448218
Citation Information
Dawn A. Rowe and David W. Test. "Effects of Simulation to Teach Students With Disabilities Basic Finance Skills" Remedial and Special Education Vol. 34 Iss. 4 (2012) p. 237 - 248 ISSN: 0741-9325 Available at: http://works.bepress.com/dawn-rowe/13/