A Comparison of iPad-Assisted and Flash Card-Assisted Instruction for Learners With Autism

2020 ◽  
pp. 016264342097993
Author(s):  
Davaa Ulzii ◽  
Susan Kabot ◽  
Christine Reeve
Keyword(s):  
Elementary School ◽  
Challenging Behaviors ◽  
Future Research ◽  
Teaching Skills ◽  
Elementary School Student ◽  
Alternating Treatments Design ◽  
Flash Cards ◽  
Receptive Labeling ◽  
Assisted Instruction ◽  
Adapted Alternating Treatments Design

Using electronic tablets to present flash cards for teaching skills is becoming common among practitioners. However, no published study compared the effectiveness of the electronic tablet-based flash cards to paper flash cards for teaching receptive labeling skills. The purpose of this study was to compare the efficacy of the iPad-based and paper flash cards for teaching receptive labeling to learners with autism. An adapted alternating treatments design was used. Participants included one preschool student with autism and one elementary school student with autism. Findings indicated that iPad-assisted instruction resulted in a slightly faster acquisition and slightly lower levels of prompts for both participants. No differences were found in the generalization and maintenance of the skills between the two instructional mediums. Mixed results were found for challenging behaviors associated with each intervention. Implications and suggestions for future research are discussed.

Teaching Sight Words to Elementary Students With Intellectual Disability and Autism: A Comparison of Teacher-Directed Versus Computer-Assisted Simultaneous Prompting

2015 ◽  
Vol 53 (3) ◽  
pp. 196-210 ◽  
Author(s):  
Mari Beth Coleman ◽  
Rebecca A. Cherry ◽  
Tara C. Moore ◽  
Yujeong Park ◽  
David F. Cihak
Keyword(s):  
Intellectual Disability ◽  
Sight Words ◽  
Future Research ◽  
Computer Assisted ◽  
School Students ◽  
Simultaneous Prompting ◽  
Alternating Treatments Design ◽  
Treatment Conditions ◽  
Assisted Instruction ◽  
Adapted Alternating Treatments Design

Abstract The purpose of this study was to compare the effects of teacher-directed simultaneous prompting to computer-assisted simultaneous prompting for teaching sight words to 3 elementary school students with intellectual disability. Activities in the computer-assisted condition were designed with Intellitools Classroom Suite software whereas traditional materials (i.e., flashcards) were used in the teacher-directed condition. Treatment conditions were compared using an adapted alternating treatments design. Acquisition of sight words occurred in both conditions for all 3 participants; however, each participant either clearly responded better in the teacher-directed condition or reported a preference for the teacher-directed condition when performance was similar with computer-assisted instruction being more efficient. Practical implications and directions for future research are discussed.

Comparison of Prompting Techniques to Teach Children With Autism to Ask Questions in the Context of a Conversation

2015 ◽  
Vol 32 (2) ◽  
pp. 93-101 ◽  
Author(s):  
Matthew G. Swerdan ◽  
Rocío Rosales
Keyword(s):  
Stimulus Control ◽  
Children With Autism ◽  
Future Research ◽  
Control Procedure ◽  
Transfer Of Stimulus Control ◽  
Alternating Treatments Design ◽  
Textual Prompts ◽  
Students With Autism ◽  
Adapted Alternating Treatments Design

An adapted alternating treatments design was used to compare the efficacy of echoic and textual prompts to teach three students with autism (ages 8–15) to ask questions related to two pre-selected topics of conversation. Participants were first required to answer questions related to the topics to determine whether accurate responses were within their repertoire. This was followed by a transfer of stimulus control procedure to teach participants to ask relevant questions to the experimenter on the same topics. Probes with a novel conversation topic were conducted in the natural environment with a peer, and follow-up probes were conducted after training. Results indicate questions taught using an echoic prompt were acquired in fewer trials to criterion than questions taught using a textual prompt for two of the three participants. Limitations and implications for future research will be discussed.

The Effect of Computer-Assisted Instruction on Challenging Behavior and Academic Engagement

2020 ◽  
pp. 109830072092968
Author(s):  
Lauren M. LeJeune ◽  
Christopher J. Lemons
Keyword(s):  
Challenging Behavior ◽  
Academic Engagement ◽  
Single Case ◽  
Challenging Behaviors ◽  
Performance Assessments ◽  
Computer Assisted Instruction ◽  
Computer Assisted ◽  
Alternating Treatments Design ◽  
Computer Based ◽  
Assisted Instruction

Students with intellectual and developmental disabilities (IDD) require intensive supports, including those that target behavior, to make progress on literacy goals. In this study, we investigated whether computer-assisted instruction (CAI) may be one effective method to decrease challenging behavior and increase academic engagement. Participants were three students with IDD (7 to 9 years old) who engaged in challenging behaviors during instruction. We used a single-case alternating treatments design to compare levels of challenging behavior and academic engagement during paper-based and CAI (i.e., tablet computer-based) literacy instruction. Results indicated that CAI was associated with decreased challenging behavior and increased academic engagement for two of three participants. In addition, the CAI condition corresponded with higher scores on academic performance assessments for one participant. Although teacher and student measures of social validity were positive, there was limited evidence that results maintained. These findings are described in relation to their limitations, future directions for research, and impact on practitioners.

scholarly journals Peran Pengawasan Orangtua Pada Anak Pengguna Media Sosial

2018 ◽  
Vol 22 (1) ◽  
pp. 37-57
Author(s):  
Mutia Rahmi Pratiwi ◽  
Mukaromah Mukaromah ◽  
Wulan Herdiningsih
Keyword(s):  
Social Media ◽  
Elementary School ◽  
Future Research ◽  
The Internet ◽  
Elementary Student ◽  
Elementary School Student ◽  
Active User ◽  
The Social ◽  
Relationship Of ◽  
The Impact

The amount of social media user in Indonesia is highly increasing, both for adult and children such as the elementary school student. The social media have its own policy about the age restriction to legally access the social media and elementary student is not one of them. Nevertheless, the datas show that elementary school student is one of the active user in social media. Cyberbullying and cyberporn are the impact of those unideal condition. This problem brings another concern to the parents of elementary school student user. The aim of this research is to describe the parents’s surveillance role towards the under age user. This research used the phenomenoogy method. While the results show that the parents’s surveillance role is only in the preventive stage without further analysis into the social media itself. The parents become supervisor in several conditions: the social media using restriction, being friend to their children in the social media, limiting the internet data, approaching personally and using the religious approachment. The result of this research can be the reference for the parents in educating their children in using the social media. For the future research, strongly recommended to search for the relationship of the parent’s supervising role and the school in minimalizing the bad impact of the internet and social media for the children.Keywords: Media Literation, Social Media, Children, Parents ABSTRAKJumlah pengguna media sosial di Indonesia terus meningkat, tidak hanya dari kalangan dewasa namun juga anak-anak SD. Media sosial memiliki kebijakan terkait batasan umur yang dilegalkan sebagai pengguna dan anak SD tidak termasuk bagian di dalamnya. Namun data justru menunjukan bahwa anak SD kini menjadi pengguna aktif media sosial dan hal ini berimbas pada munculnya cyberbulling hingga postingan anak SD yang memuat unsur cyberporn. Persoalan ini membawa keprihatinan tersendiri bagi orang tua yang memiliki anak SD selaku pengguna internet dan pemilik akun media sosial. Tujuan penelitian ini adalah untuk mendeskripsikan peran pengawasan yang dilakukan orangtua terhadap anak pengguna media sosial. Penelitian ini menggunakan metode fenomenologi. Hasil penelitian menunjukan bahwa pengawasan orangtua masih di tataran preventif tanpa mengkaji lebih mendalam mengenai isi media sosial itu sendiri. Orangtua memposisikan diri sebagai pengawas anak dengan beberapa cara, yaitu: penerapan aturan penggunaan yang ketat, berteman dengan anaknya di media sosial, pembatasan kuota, pendekatan personal dan menggunakan unsur KeTuhanan. Hasil penelitian ini diharapkan dapat menjadi bahan kajian bagi orangtua dalam mengedukasi anak saat menggunakan internet dan media sosial. Bagi penelitian selanjutnya diharapkan dapat meneliti hubungan pengawasan orangtua serta pihak sekolah dalam meminimalisir dampak buruk internet dan media sosial bagi anak-anak.Kata kunci: Literasi Media, Media Sosial, Anak, Orangtua

A Comparison of Instructional Response Requirements on the Multiplication Performance of Behaviorally Disordered Students

1991 ◽  
Vol 17 (1) ◽  
pp. 56-65 ◽  
Author(s):  
Christopher H. Skinner ◽  
Jane M. Ford ◽  
Barbara D. Yunker
Keyword(s):  
Elementary School ◽  
Elementary School Students ◽  
The Other ◽  
School Students ◽  
Behaviorally Disordered ◽  
Opportunities To Respond ◽  
Written Responses ◽  
Verbal Responses ◽  
Alternating Treatments Design ◽  
Adapted Alternating Treatments Design

This study investigated the interaction between the topography and the rates or numbers of responses occasioned by an academic intervention. An adapted alternating treatments design was used to compare the effects of two cover, copy, and compare (CCC) interventions, one requiring written responses (WCCC) and the other requiring verbal responses (VCCC), on the written multiplication performance of two elementary school students. Equal amounts of time were allotted for the interventions. Although WCCC and assessment required written responses and VCCC required verbal responses, VCCC resulted in greater increases in written multiplication performance than WCCC for both subjects. VCCC also occasioned more than twice the number of opportunities to respond than WCCC. These results demonstrated how the CCC intervention could be improved by altering the topography of the required responses.

Disfluent Font Can Hinder Sight-Word Acquisition in Students With Intellectual Disability

2018 ◽  
Vol 40 (5) ◽  
pp. 289-297
Author(s):  
Kala L. H. Taylor ◽  
Christopher H. Skinner ◽  
Samantha S. Cazzell ◽  
Shelby D. Gibbons ◽  
Kyle Ryan ◽  
...  
Keyword(s):  
Intellectual Disability ◽  
Future Research ◽  
Sight Word ◽  
Alternating Treatments Design ◽  
Word Acquisition ◽  
Sight Word Acquisition ◽  
Treatment Interaction ◽  
Printed Text ◽  
Aptitude Treatment Interaction ◽  
Adapted Alternating Treatments Design

Students with intellectual disability often have difficulty reading commonly used words. Researchers have found altering printed text from fluent, easy-to-read font, to disfluent, difficult-to-read font can enhance comprehension and recall. An adapted alternating treatments design was used to evaluate and compare sight-word acquisition and maintenance in three postsecondary students with intellectual disability when flashcards were presented in fluent (i.e., 14-point Arial) and disfluent (i.e., 14-point Juice ITC reduced to 70% transparency) fonts. Results showed all three students acquired and maintained both fluent and disfluent words, with two of the three students learning more fluent words. These findings suggest altering fonts to make them difficult to read can hinder, rather than enhance, word learning in students with intellectual disability. Directions for future research are provided with a focus on the need for aptitude-treatment interaction studies.

Review of Methods to Equate Target Sets in the Adapted Alternating Treatments Design

2020 ◽  
pp. 014544552090304
Author(s):  
Tom Cariveau ◽  
Sydney Batchelder ◽  
Sydney Ball ◽  
Astrid La Cruz Montilla
Keyword(s):  
Skill Acquisition ◽  
Best Practice ◽  
Alternative Methods ◽  
Future Research ◽  
Random Assignment ◽  
Alternating Treatments Design ◽  
Independent Variables ◽  
Valid Comparison ◽  
Adapted Alternating Treatments Design ◽  
Target Sets

The adapted alternating treatments design is a commonly used experimental design in skill acquisition research. This design allows for the evaluation of two or more independent variables on responding to unique target sets. Equating target sets is necessary to ensure a valid comparison of the independent variables. To date, there is little guidance on best practice when equating target sets and it is unclear how researchers have done so previously. We reviewed the reported methods used to equate target sets in articles published using the adapted alternating treatments design in five behavior-analytic journals. Just over half of the studies published using the adapted alternating treatments design reported any method to equate target sets and the methods varied considerably. Alternative methods, such as random assignment, were prevalent. Considerations for best practice and avenues for future research are discussed.

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