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Effects of Simulation to Teach Students With Disabilities Basic Finance Skills
Remedial and Special Education (2012)
  • Dawn A. Rowe, University of Oregon
  • David W. Test, University of North Carolina at Charlotte
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.)
  • 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
Publication Date
July 1, 2012
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
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