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.

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.

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.

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.

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.

Psychology of Computer Use: VI. Effectiveness of Computer-Assisted Instruction in Expository Writing

1988 ◽  
Vol 67 (3) ◽  
pp. 871-877 ◽  
Author(s):  
Thomas E. Scruggs
Keyword(s):  
High School Students ◽  
Crossover Design ◽  
Computer Assisted Instruction ◽  
Computer Assisted ◽  
Expository Writing ◽  
School Students ◽  
Writing Assignments ◽  
Task Behavior ◽  
On Task Behavior ◽  
Assisted Instruction

31 high school students were given writing assignments on a computer-writing program (WANDAH) or on a free writing control condition in a crossover design in which order of condition and writing topics were counterbalanced. Results indicated that students in the WANDAH condition wrote significantly more words, longer sentences, and showed significantly longer on-task behavior. However, the proportion of “be” (inactive) words per sentence and number of sentences written were apparently not affected by the WANDAH program. Significant differences in variances were also observed between conditions on number of words written per T-unit. Survey data indicated that students favored writing with this computer program over writing by hand.

Review of Interventions Supporting Secondary Students with Intellectual Disability in General Education Classes

2019 ◽  
Vol 44 (2) ◽  
pp. 103-121 ◽  
Author(s):  
Emily M. Kuntz ◽  
Erik W. Carter
Keyword(s):  
High School Students ◽  
Intellectual Disability ◽  
General Education ◽  
Secondary Students ◽  
Management Strategies ◽  
Future Research ◽  
Educational Placement ◽  
Mediated Communication ◽  
School Students ◽  
The Impact

Instruction and support for students with intellectual disability in general education classes should be informed by research-based interventions. In this systematic review, we examined the focus and impact of interventions delivered in inclusive classes to support middle and high school students with intellectual disability. We identified 40 intervention studies involving 177 secondary students with intellectual disability attending a range of core academic and elective classes. These multicomponent interventions fell within five primary categories: systematic instruction, peer support arrangements, self-management strategies, peer-mediated communication interventions, and educational placement changes. Although the overall focus was fairly balanced across academic, social, and behavioral outcomes, each intervention approach prioritized somewhat different dependent measures. Moreover, although the impact of the interventions on most outcomes was positive, the methodological quality of these studies was somewhat varied. We offer recommendations for future research and practice aimed at strengthening the availability and implementation of effective interventions within inclusive secondary school classes.

Development of Computer-Assisted Instruction Lesson on Immune System Organs and Immune System Diseases

2018 ◽  
Vol 879 ◽  
pp. 276-283
Author(s):  
Monamorn Precharattana
Keyword(s):  
Immune System ◽  
Qualitative Data ◽  
T Test ◽  
Assessment Tools ◽  
Computer Assisted Instruction ◽  
Computer Assisted ◽  
School Students ◽  
Immune System Diseases ◽  
Assessment Techniques ◽  
Assisted Instruction

Recent advances in computer technology have led to the creation and development of computer-assisted instruction (CAI), which are rapidly assuming a prominent role in many fields of education. The development process includes analyzing lesson and users, designing computing lesson and assessment techniques, constructing computing lesson and assessment tools, and evaluating the lesson through users feedback. In this work, we aim to (i) Develop computer-assisted instruction of immune system organs and immune system diseases, and (ii) Examine efficiency of the developed CAI. A total of 142 secondary school students was involved in the study. Pretest-Posttest and Satisfaction questionnaire for the students towards the CAI were used as research instruments. The quantitative data was analyzed by t-test, and the qualitative data was analyzed by content analysis. The paired-sample t-test indicated a significant enhancement of students’ understanding after the using of developed instruction at .05 significant level. Moreover, the students were very satisfied with the developed CAI.

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