DEVELOPMENT AND VALIDATION OF A CLASSROOM ASSIGNMENT ROUTINE FOR INCLUSIVE SETTINGS

This study had two purposes: (a) to identify the characteristics of hi gh-quality classroom assignments and how they are best explained, as i ndicated by teachers, students with learning disabilities (LD), and st udents without LD; and (b) to determine the effects of training teache rs to use an assignment completion routine based on these characterist ics. Multiple-probe and comparison-group designs were used in combinat ion to show the effects of learning the routine on the teachers' plann ing, explanation, and evaluation of assignments. Results indicated tha t the teachers initially performed few of the behaviors associated wit h the assignment: characteristics and explanation factors, but could e ffectively be taught to use them in an assignment completion routine w ith their students.