The Effect of Teaching "Following Directions" to High School Students with Mild Cognitive Disabilities

Abstract

The purpose of this study was to evaluate the effectiveness of teaching following directions to high school students with mild cognitive disabilities when a social skills program was implemented into their daily routine. The study followed a quasi-experimental design in the form of a nonrandomized sample that consisted of a pre-test and post-test in the form of a 5 point Lickert scale. Twelve students in grades 9 to 12 from a mid-size urban public high school in a Midwestern state participated in the study. Findings revealed the majority of participants showed improvement in paying attention, asking questions, and asking for help. Due to the small sample size, the degree to which the findings can be generalized is limited.