Journal of Educational Innovation Research 2016, Vol. 26, No. 2, pp.231-254 DOI: http://dx.doi.org/10.21024/pnuedi.26.2.201608.231 Effects of Three-Type-Word-Relation Intervention on the Ability of Acquiring Word Relations from Scripts for Middle Schoolers with Intellectual Disability Purpose: We tested the effects of the direct teaching intervention for three types of word relations (i.e., category and instance, synonym, & antonym) on the emergence of untaught analogical word relations after reading a paragraph. Methods: Two middle school students with intellectual disabilities participated and an multiple probe design across participants was employed. The independent variable of this study was the completion of the direct teaching intervention of three analogical relations with the pre-developed instructional materials. The dependent variables were the percentage of correct responses to (a) the probe worksheets prior to and after the direct teaching intervention, and (b) practice tests in the intervention phase. Results: After the intervention, the percentage of Participant A s correct responses increased for both probe worksheets. The percentage of Participant B s correct responses increased for one out of two probe worksheets. Conclusion: Result demonstrated that the direct teaching intervention for three types of word relations was effective to acquire the analogical word concepts and the analogical relationships based on the reading paragraphs. Key words : Analogy, Reading Comprehension, Applied Behavior Analysis, Intellectual Disability Corresponding Author: Han, Yoon-Seon, Pusan National University, Dept. of Special Education. Busandaehakro, Jangjeondong, Busan, Korea. e-mail: diaze7@yahoo.com
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