Effects of Direct Systematic Instruction on Google Glass Orientation With Individuals With Intellectual Disability

2016 ◽  
Vol 31 (4) ◽  
pp. 207-216 ◽  
Author(s):  
Kelly R. Kelley ◽  
Christopher J. Rivera ◽  
Ryan O. Kellems
Keyword(s):  
Intellectual Disability ◽  
Student Performance ◽  
Mobile Technology ◽  
Functional Relation ◽  
Initial Study ◽  
Future Research ◽  
Systematic Instruction ◽  
Google Glass ◽  
Multiple Probe ◽  
Beta Testing

Glass, designed by Google, is a fairly new wearable and mobile technology that projects an image into a glass prism above the eye and is currently in beta testing. A touch pad on the side of Glass allows users to engage with the device through swiping gestures and voice control to perform several functions similar to mobile devices. This initial study used a multiple probe across participants design to investigate the effects of direct systematic instruction (model-lead-test [MLT]) to teach three individuals with intellectual disability (ID) to operate Glass. To date, no study has been conducted using Glass with individuals with ID. Results demonstrated a functional relation between the direct systematic instruction and student performance with Glass orientation across all participants. Additionally, participants indicated positive experiences using this wearable/mobile technology based on social validity measures collected at the end of the study. Limitations, future research, and implications for practice are also discussed.

Teaching Personal Finance Mathematical Problem Solving to Individuals With Moderate Intellectual Disability

2016 ◽  
Vol 40 (1) ◽  
pp. 5-14 ◽  
Author(s):  
Jenny Root ◽  
Alicia Saunders ◽  
Fred Spooner ◽  
Chelsi Brosh
Keyword(s):  
Problem Solving ◽  
Mathematical Problem ◽  
Functional Relation ◽  
Personal Finance ◽  
Future Research ◽  
School Students ◽  
Problem Solving Skills ◽  
Mathematical Problems ◽  
Based Instruction ◽  
Multiple Probe

The ability to solve mathematical problems related to purchasing and personal finance is important in promoting skill generalization and increasing independence for individuals with moderate intellectual disabilities (IDs). Using a multiple probe across participant design, this study investigated the effects of modified schema-based instruction (MSBI) on personal finance problem solving skills, purchasing an item on sale or leaving a tip, and using a calculator or iDevice (i.e., iPhone or iPad) for three middle school students diagnosed with a moderate ID. The results showed a functional relation between MSBI using a calculator on the participant’s ability to solve addition and subtraction personal finance word problems and generalize to iDevices. The findings of this study provide several implications for practice and offer suggestions for future research.

scholarly journals Initiation and Generalization of Self-Instructed Video Activity Schedules for Elementary Students With Intellectual Disability

2018 ◽  
Vol 53 (1) ◽  
pp. 51-62 ◽  
Author(s):  
Sally B. Shepley ◽  
Amy D. Spriggs ◽  
Mark D. Samudre ◽  
Emily C. Sartini
Keyword(s):  
Intellectual Disability ◽  
Elementary Students ◽  
Single Case ◽  
The Self ◽  
Future Research ◽  
Activity Schedules ◽  
Activity Schedule ◽  
Independent Variable ◽  
Self Instruction ◽  
Multiple Probe

This study evaluated the effects of progressive time delay (PTD) to teach four elementary students with intellectual disability on how to self-instruct using a video activity schedule. A single-case multiple probe across participants design with a multiple probe across environments design for each participant was used to assess the generalization of the self-instruction behavior to novel environments. All participants acquired the self-instruction behavior in their target environments. One participant generalized this behavior to a novel environment by the completion of the study, and the other three participants required introduction of the independent variable (PTD) to master acquisition in the two generalization environments. Implications for practitioners and suggestions for effective programming of generalization in future research are discussed.

Using Computer-Assisted Instruction to Teach Science Vocabulary to Students With Autism Spectrum Disorder and Intellectual Disability

2018 ◽  
Vol 37 (4) ◽  
pp. 207-218 ◽  
Author(s):  
Bethany R. McKissick ◽  
Luann Ley Davis ◽  
Fred Spooner ◽  
Larry B. Fisher ◽  
Carlie Graves
Keyword(s):  
Autism Spectrum Disorder ◽  
Intellectual Disability ◽  
Functional Relation ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Computer Assisted Instruction ◽  
Future Research ◽  
Computer Assisted ◽  
Students With Autism ◽  
Assisted Instruction

Rural special educators face unique challenges in providing high quality special education services, especially when teaching grade-aligned science content. Computer-assisted instruction (CAI) is one strategy that has the potential to address two major challenges (i.e., a lack of preservice training and limited professional development opportunities) in providing grade-aligned content instruction with fidelity. This study investigated the use of a CAI intervention package to teach three middle school students with autism spectrum disorder and intellectual disability the structure and function of five key elements of an amoeba. Results showed a functional relation between the number of correct responses made during probe sessions and introduction of the CAI intervention. Implications for practice and suggestions for future research are also discussed.

Self-Advocacy Instruction to Teach High School Seniors With Mild Disabilities to Access Accommodations in College

2018 ◽  
Vol 40 (3) ◽  
pp. 166-176 ◽  
Author(s):  
Debra G. Holzberg ◽  
David W. Test ◽  
Dana E. Rusher
Keyword(s):  
High School ◽  
Students With Disabilities ◽  
High School Seniors ◽  
Functional Relation ◽  
Future Research ◽  
Academic Accommodations ◽  
Self Advocacy ◽  
Mild Disabilities ◽  
High Incidence Disabilities ◽  
Multiple Probe

For students with high-incidence disabilities, the transition from secondary to postsecondary educational settings poses the additional challenge of acquiring accommodations. Self-advocacy interventions have been identified as important skills for students with disabilities in accessing accommodations. The purpose of this study was to examine the effects of Self-Advocacy and Conflict Resolution (SACR) instruction on the ability of four high school seniors with mild disabilities to request and negotiate academic accommodations. Results of this multiple probe across participant study indicated a functional relation between SACR instruction and students’ ability to request and negotiate academic accommodations in a role-play situation and in situ. Implications for practice and suggestions for future research are offered.

Effects of Using an iPad to Teach Early Literacy Skills to Elementary Students With Intellectual Disability

2020 ◽  
Vol 58 (1) ◽  
pp. 34-48
Author(s):  
Minkowan Goo ◽  
Diane Myers ◽  
Adela L. Maurer ◽  
Robert Serwetz
Keyword(s):  
Intellectual Disability ◽  
Early Literacy ◽  
Elementary Students ◽  
Functional Relationship ◽  
Literacy Skills ◽  
Future Research ◽  
Probe Design ◽  
Early Literacy Skills ◽  
Visual Supports ◽  
Multiple Probe

Abstract The purpose of this study was to investigate the effects of using an iPad to teach early literacy skills to students with intellectual disability (ID). Three elementary students with mild to moderate levels of ID participated in the study. We used a multiple-probe design across students to examine a functional relationship between using an iPad providing visual supports and the acquisition of phonemic segmentation skills. Results indicated that using visual supports via an iPad was an effective method to teach phonemic segmentation fluency to these three students with ID. We also discussed implications and suggestions for future research.

Using Tiered Coaching and Bug-in-Ear Technology to Promote Teacher Implementation Fidelity

2019 ◽  
Vol 54 (2) ◽  
pp. 67-79 ◽  
Author(s):  
Tosha L. Owens ◽  
Ya-yu Lo ◽  
Belva C. Collins
Keyword(s):  
General Education ◽  
Functional Relation ◽  
Implementation Fidelity ◽  
Future Research ◽  
Intervention Package ◽  
Coaching Intervention ◽  
General Education Setting ◽  
Teacher Coaching ◽  
Multiple Probe ◽  
Task Behaviors

In this study, we examined the effects of a tiered teacher coaching intervention package, including video coaching and in situ coaching with use of the bug-in-ear technology, on the implementation fidelity of four general education teachers in supporting students with persistent off-task behaviors to self-monitor own behaviors in the general education setting. In addition, we evaluated the effects of teachers’ implementation on the on-task behavior of four target students. Results of the multiple probe across participants design showed that there was a functional relation between the tiered coaching intervention and the teachers’ implementation fidelity. There was also an overall improvement in all of the four students’ on-task behaviors. Limitations, suggestions for future research, and implications for practice are discussed.

Teaching Students With Moderate and Severe Intellectual Disability to Compare Characters in Adapted Text

2019 ◽  
Vol 54 (2) ◽  
pp. 80-89
Author(s):  
Kristen B. Dieruf ◽  
Melinda Jones Ault ◽  
Amy D. Spriggs
Keyword(s):  
Intellectual Disability ◽  
Elementary Students ◽  
Academic Literacy ◽  
Graphic Organizer ◽  
Future Research ◽  
System Of Least Prompts ◽  
Severe Intellectual Disability ◽  
Multiple Probe ◽  
Practical Implications

The purpose of the study was to evaluate the effects of a system of least prompts procedure and use of a graphic organizer to teach the academic literacy standard of comparing characters in text for elementary students with moderate and severe intellectual disability. A multiple probe across participants design was used to evaluate the results. The results indicated the system of least prompts and graphic organizer intervention was effective in teaching the skill to one student. The intervention, with modifications, was effective for two additional students. All participants maintained and generalized the skill. Directions for future research and practical implications are discussed.

Evaluating Supported eText to Teach Science to High School Students With Moderate Intellectual Disability

2017 ◽  
Vol 33 (4) ◽  
pp. 227-236 ◽  
Author(s):  
Victoria F. Knight ◽  
Carey E. Creech-Galloway ◽  
Jennifer M. Karl ◽  
Belva C. Collins
Keyword(s):  
High School ◽  
High School Students ◽  
Intellectual Disability ◽  
Explicit Instruction ◽  
Test Procedure ◽  
Functional Relation ◽  
School Students ◽  
Moderate Intellectual Disability ◽  
Instructional Supports ◽  
Multiple Probe

Preliminary research shows promise for the use of supported electronic text (eText) combined with explicit instruction in facilitating comprehension for students with intellectual disability. Researchers used a multiple probe across participants design to evaluate effects of supported eText including explicit instruction on measures of vocabulary, literal comprehension, and application questions of four high school students with moderate intellectual disability. Authors found a functional relation between supported eText using embedded, explicit instructional supports (i.e., animated coaches to deliver the model-lead-test procedure and use of examples and nonexamples) and the number of correct responses on the probe. In addition, students generalized to untrained exemplars, and social validity indicated the program as practical and useful.

Brief Report: Schema-Based Instruction for a Student with Emotional and Behavioral Disorder

2019 ◽  
Author(s):  
Brittany L. Hott ◽  
Corey Peltier ◽  
Meagann Palacios
Keyword(s):  
Problem Solving ◽  
Word Problem ◽  
Word Problems ◽  
Functional Relation ◽  
Behavioral Disorder ◽  
Future Research ◽  
Word Problem Solving ◽  
Post Test ◽  
Based Instruction ◽  
Multiple Probe

Students with emotional and behavioral disorders (EBD) attending rural and remote schools are underserved and under researched. Schema-based instruction (SBI) was used to teach a third grader with EBD to solve three types of word problems. A multiple-baseline, multiple probe across problem types design was used to evaluate the relation between SBI and word problem solving accuracy. Results suggest a functional relation between SBI and group, compare, and change word problem solving. Further, the student increased his pre to post test score from 10% to 100% and was able to maintain mathematics skills and generalize to science word problems. Implications for practice and future research directions are reported.

scholarly journals Applying Systematic Instruction to Teach ELA Skills Using Fictional Novels via an iPad App

2018 ◽  
Vol 37 (4) ◽  
pp. 197-206 ◽  
Author(s):  
Pamela J. Mims ◽  
Carol Stanger ◽  
Julie A. Sears ◽  
Wendee B. White
Keyword(s):  
Constant Time Delay ◽  
Future Research ◽  
Systematic Instruction ◽  
School Students ◽  
Evidence Based Practices ◽  
Intellectual And Developmental Disability ◽  
System Of Least Prompts ◽  
Improved Performance ◽  
Ipad App ◽  
Multiple Probe

Increasingly, researchers have successfully identified strategies to promote comprehension to students who are nonreaders. Further research is needed to replicate these promising results. In the current study, we used a multiple probe across participants design to evaluate the effectiveness of an iPad app, which incorporates evidence-based practices such as constant time delay and system of least prompts, on the acquisition of targeted vocabulary and comprehension of four middle school students with significant intellectual and developmental disability (SIDD). Findings suggest that the intervention resulted in improved performance across all participants and that some generalization and maintenance of skills was seen. Limitations and implications for practice and future research are discussed.

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