scholarly journals Effectiveness of Mobile Skill Teaching Software for Parents of Individuals with Intellectual Disability

2018 ◽  
Vol 11 (3) ◽  
pp. 1 ◽  
Author(s):  
Serkan Cankaya ◽  
Abdullah Kuzu
Keyword(s):  
Experimental Study ◽  
Intellectual Disability ◽  
Research Methodology ◽  
Life Skills ◽  
Daily Life ◽  
Probe Design ◽  
Single Subject ◽  
Single Subject Research ◽  
Multiple Probe ◽  
Children With Intellectual Disability

Mobile skill teaching software has been developed for the parents of the children with intellectual disability to be used in teaching daily life skills. The purpose of this research is to investigate the effectiveness of the mobile skill teaching software developed for the use of the parents of the children with intellectual disability. In accordance, the effectiveness of the software has been tested using multiple probe design with probe conditions across subjects’ research methodology which is one of the single subject research models. Four adults with intellectual disability and their parents participated in the study. The parents participating in the study taught their children with intellectual disability how to cook cheese omelet with the use of the software. The data obtained as a consequence of the experimental study suggests that the activities carried out by the parents with the use of the software were found to be effective.

The effectiveness of video modelling for teaching daily life skills to children with autism spectrum disorder

2020 ◽  
Vol 12 (1) ◽  
pp. 42-54
Author(s):  
Deniz Ozcan ◽  
Fatma Merdan
Keyword(s):  
Autism Spectrum Disorder ◽  
Life Skills ◽  
Daily Life ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Single Subject ◽  
Single Subject Research ◽  
Skill Analysis ◽  
Multiple Probe

The purpose of this study is to examine effectiveness of video modelling for teaching daily life skills to children with autism spectrum disorder (ASD). Multiple probe across subjects design from single subject research model has used as a research method. It has found that video modelling is effective on teaching common life skills to individuals with ASD. It has also demonstrated that these skills become permanent in subjects’ lives and they could generalise these skills at other times with various equipment and in different contexts. Data are collected according to achieve each skill step in cooking fried eggs with garlic sausage and cooking pasta skill analysis. In future researches, teaching different daily life skills by using video modelling could be tested. Keywords: Autism, cooking fried eggs, cooking pasta, daily life skills, video modelling.

scholarly journals Effectiveness of Video Modeling in Teaching Computer Skills to Students with Intellectual Disabilities

2021 ◽  
Vol 11 (1) ◽  
pp. 40
Author(s):  
Naime Güneş Özler ◽  
Gönül Akçamete
Keyword(s):  
Intellectual Disabilities ◽  
Video Modeling ◽  
Computer Skills ◽  
Graphical Analysis ◽  
Probe Design ◽  
Single Subject ◽  
Single Subject Research ◽  
Research Designs ◽  
Students With Intellectual Disabilities ◽  
Multiple Probe

The purpose of this study is to determine whether video modeling is effective in teaching computer skills to students with intellectual disabilities. The study was designed with the multiple probe design across subjects, one of the single-subject research designs. The study was conducted with three female students with intellectual disabilities, who were 17–19 years old. Graphical analysis was used to analyze the data. The results show that video modeling was effective for them to acquire and retain skills for preparing a résumé, printing it out, and emailing it. However, the students had difficulties generalizing some of the skills on different computers and printers. It can be said that the reason for this originates from different designs of technological tools. In line with this, it is thought that removing the accessibility barrier in technological equipment will increase availability. The video modeling motivated students to learn computer skills. The participants reported that they could use these skills to do homework, apply for a job, and communicate with friends.

scholarly journals The Effectiveness of Multimedia in Education for Special Education (MESE) to Improve Reading Ability and Memorizing for Children with Intellectual Disability

2018 ◽  
Vol 13 (08) ◽  
pp. 254 ◽  
Author(s):  
Munir Munir ◽  
Wawan Setiawan ◽  
Eddy Prasetyo Nugroho ◽  
Jajang Kusnendar ◽  
Aji Prasetya Wibawa
Keyword(s):  
Special Education ◽  
Intellectual Disability ◽  
Reading Ability ◽  
Independent Study ◽  
Single Subject ◽  
Single Subject Research ◽  
Reading Text ◽  
The Difference ◽  
Multimedia In Education ◽  
Children With Intellectual Disability

The difference between learning using one sensory ability (e.g. reading text or hearing or looking at the pictures only) and two or more (e.g. reading text equipped by sound and visualized by animation; and even allows children to get involved directly in the process of learning) was that the low ability in memorizing. MESE (Multimedia in Education for Special Education) was a multimedia application developed for reading for children with intellectual disability. This research aimed to find out MESE effectiveness in learning related to reading skills and memorizing. MESE was very attractive and had interactive ability that provided opportunity to learners for independent study. The method used was SSR (Single Subject Research). The results showed that learning by using MESE application enhanced reading skill and memorizing. The analysis of the student’s worksheet of reading ability and memorizing showed positive result though several sessions showed a decline and or a stable.

Developing Reading Skills in Prelingually Deaf Preschool Children: Fingerspelling as a Strategy to Promote Orthographic Learning

2021 ◽  
Author(s):  
Paul Miller ◽  
Efrat Banado-Aviran ◽  
Orit E Hetzroni
Keyword(s):  
Intervention Program ◽  
Orthographic Knowledge ◽  
Single Subject ◽  
Initial Development ◽  
Semantic Categories ◽  
Single Subject Research ◽  
Phonological Knowledge ◽  
Multiple Probe ◽  
Orthographic Learning ◽  
Prelingually Deaf

Abstract The aim of this study was to clarify whether fingerspelling provides a sophisticated mechanism that promotes the development of detailed orthographic knowledge for deaf individuals even in the absence of paralleling phonological knowledge. An intervention program comprised of various procedures chaining between fingerspelled sequences; their written correlates and meaning were administered in a multiple probe single-subject research design across semantic categories to four children with severe to profound prelingual hearing loss (age 4.2–6 years). Results demonstrate the occurrence of rapid orthographic learning during intervention and reliable retention of it in maintenance checks, despite the participants’ insufficiently developed phonological skills. Observations of the participants’ behavior further suggest fingerspelling to function as an effective mediator in the initial development of robust detailed orthographic lexicon. Analyzes also indicate that “learning through action” and “relevance to the task” provide two key factors in relation to the promotion of orthographic learning, with their absence creating an obvious vacuum in this regard. Insights from the study are discussed with reference to their implication for the development of learning materials and learning environments for prelingually deaf and other novice learners.

scholarly journals Experimental Study of the Features of Moral Concepts and Moral Regulation of Behavior of Children with Intellectual Disability

2020 ◽  
Vol 9 (2) ◽  
pp. 213-228
Author(s):  
A.M. Shcherbakova ◽  
N.S. Lykova
Keyword(s):  
Experimental Study ◽  
Mental Retardation ◽  
Intellectual Disability ◽  
Moral Dilemmas ◽  
Actual Behavior ◽  
Moral Choice ◽  
Moral Regulation ◽  
Moral Position ◽  
And Behavior ◽  
Children With Intellectual Disability

The article focuses on the problem of development of moral sphere of personality of children with intellectual disability (mild mental retardation) in the context of development of their life competence. Personal outcomes are considered as one of the most important indicators of the formation of life competence. Particular attention is paid to the moral development of children with intellectual disability. The results of an experimental study of the characteristics of moral perceptions and behavior of younger students with mental retardation of 9-10 years old brought up in different conditions - family and institutional are presented. Students of a comprehensive school with a normotypic development were also involved. The sample was 76 people. A study was made of the moral position, and on this basis the prediction of one's own behavior and the behavior of others in solving moral dilemmas, as well as the actual behavior of the child in a situation of moral choice.

The Picture Plus Discussion Intervention: Text Access for High School Students with Moderate Intellectual Disability

2016 ◽  
Vol 32 (3) ◽  
pp. 198-208 ◽  
Author(s):  
Jordan Shurr ◽  
Teresa Taber-Doughty
Keyword(s):  
High School ◽  
High School Students ◽  
Intellectual Disability ◽  
Read Aloud ◽  
Probe Design ◽  
School Students ◽  
Moderate Intellectual Disability ◽  
Story Retell ◽  
Age Appropriate ◽  
Multiple Probe

Students with moderate intellectual disability often experience limited access to age-appropriate texts due to limitations in reading skills, access to instruction and supports, and educator beliefs. Use of text read alouds is an emerging tool for increasing such access; however, supports are often still required for access to age-appropriate texts. The purpose of this study was to investigate the use of the picture plus discussion (PPD) intervention on the comprehension abilities of high school students with moderate intellectual disability when expository texts were read aloud. A multiple probe design was used to measure the effect of this intervention across three different types of texts including leveled readers, stories from a local newspaper, and sections from employee handbooks. Results indicate that the PPD intervention was successful in increasing student comprehension as measured by story retell. Implications and future directions for research and practice are discussed.

Educational Validity Revisited

1987 ◽  
Vol 12 (2) ◽  
pp. 96-102 ◽  
Author(s):  
David W. Test ◽  
Fred Spooner ◽  
Nancy L. Cooke
Keyword(s):  
Research Methodology ◽  
Severe Disabilities ◽  
Educational Programs ◽  
Single Subject ◽  
Single Subject Research ◽  
Research Designs

In 1983, Voeltz and Evans introduced a set of criteria for establishing educational validity. Their intent was to improve the documentation of quality educational programs for learners with severe disabilities. Although the concept of educational validity is sound, we feel that Voeltz and Evans were not justified in rejecting single-subject research methodology as a vehicle for assessing educational validity. The present paper (a) provides a summary of the arguments of Voeltz and Evans against the use of single-subject research designs in establishing educational validity, (b) addresses each of the major concerns of Voeltz and Evans with single-subject research methodology, and (c) demonstrates how single-subject research methodology can be used to demonstrate educational validity.

scholarly journals Phonetic Methods on The Early Reading Ability of Student with Intellectual Disability

2020 ◽  
Vol 6 (2) ◽  
pp. 72
Author(s):  
Nuri Hidayati ◽  
Asep Sunandar ◽  
Rizqi Fajar Pradipta
Keyword(s):  
Intellectual Disability ◽  
Reading Ability ◽  
Quantitative Research ◽  
Early Reading ◽  
Single Subject ◽  
Research Approach ◽  
Single Subject Research

Abstract: Influence phonetic method the Early Reading Ability of Intellectual Student with a disability. The study aims to determine the influence of the phonetic method on the Early Reading Ability of Students with Intellectual a disability. The research is a quantitative research approach to Single Subject Research (SSR). The results of the study indicate that there is an influence on the phonetic method of the Early Reading Ability of Students with Intellectual Disability

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