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 Simultaneous Prompting in the Teaching of Towel Folding Skills for Students with Intellectual Disabilities

2020 ◽  
Vol 10 (4) ◽  
pp. 15
Author(s):  
Zehra Atbaşı ◽  
Tuğba Pürsün
Keyword(s):  
Intellectual Disabilities ◽  
Graphical Analysis ◽  
Multiple Baseline ◽  
Single Subject ◽  
Simultaneous Prompting ◽  
Single Subject Research ◽  
Observer Reliability ◽  
Different Types ◽  
Independent Variable ◽  
Students With Intellectual Disabilities

The aim of this research was to study the effectiveness of teaching with the simultaneous prompting in teaching students with intellectual disabilities attending the vocational education center and their ability to fold towels. Multiple baseline models with inter-subject probe stage, which is one of the single-subject research methods, has been used. The subjects of the research are three students, one female and two males, between the ages of 16-18. The dependent variable of the study was determined as the ability to fold the towel and the independent variable as the teaching with the simultaneous prompting using the physical prompt as a model + verbal prompt and error correction. In the study, inter-observer reliability and procedural reliability data were collected. Graphical analysis was used to determine the effectiveness of teaching with the simultaneous prompting. According to the findings obtained from the research, simultaneous prompting teaching is effective in teaching students with intellectual disabilities the ability to fold towels. It has been observed that the skill of folding towels into shapes continues to last two, three, and four weeks after the end of the education and that the subjects can generalize the skill in different types of towels.

scholarly journals The Effectiveness of the Combination of Visual Prompt-Fading and Direct Instruction Method in Teaching Pattern Building Skills to Students with Intellectual Disabilities

2019 ◽  
Vol 7 (11) ◽  
pp. 40
Author(s):  
Meryem Uçar Rasmussen ◽  
Müzeyyen Eldeniz Çetin
Keyword(s):  
Intellectual Disabilities ◽  
Direct Instruction ◽  
Graphical Analysis ◽  
Probe Design ◽  
Full Time ◽  
Analysis Technique ◽  
Prompt Fading ◽  
Students With Intellectual Disabilities ◽  
Teaching Pattern ◽  
Visual Prompt

The aim of this study was to examine the effectiveness of the combination of visual prompt-fading and direct instruction method in teaching pattern building skills to students with intellectual disabilities. Three students at the age of six and seven diagnosed with intellectual disabilities and enrolled in a full-time inclusion program participated in the study, and multiple-probe design across subjects used to conduct the research. The dependent variable of the study was the participants' level of ability to build a pattern, and the independent variable was the combination of visual prompt-fading and direct instruction method. The data has been collected using tool sets and worksheets consisting of objects and object images. Graphical analysis technique has been utilized for data analysis. The findings of the study showed that a combination of visual prompt-fading and direct instruction method was effective in teaching pattern building skills to students with intellectual disabilities, but it was limited in terms of the generalization of these skills.

scholarly journals The Effectiveness of the Semantic Concept Map Method in Concept Teaching to Students with Autism Spectrum Disorders

2021 ◽  
Vol 10 (4) ◽  
pp. 170
Author(s):  
Fatih KOÇAK ◽  
Hakan SARI
Keyword(s):  
Autism Spectrum Disorder ◽  
Concept Map ◽  
Graphical Analysis ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Single Subject ◽  
Semantic Concept ◽  
Single Subject Research ◽  
Students With Autism ◽  
Multiple Probe

This study aimed to examine the effectiveness of the semantic concept map method in teaching the family concepts of life studies lessons to students with Autism Spectrum Disorder. A multiple probe model with probe phase between subjects, one of the single-subject research methods, was used. The subjects of the study are 10-year-old three boys diagnosed with ASD. Inter-observer reliability and implementation reliability data were also collected in the study. Graphical analysis of the obtained data was made. As a result of the research, it was revealed that the semantic concept map method was effective in teaching the concepts within the theme of our family to students with Autism Spectrum Disorder.

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.

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 Effects of an Interview Article Writing Intervention Using Class-wide SNS on Writing Abilities and Self-Esteem of Students With Intellectual Disabilities and Peers’ Attitudes

2018 ◽  
Vol 34 (1) ◽  
pp. 27-40
Author(s):  
Zihyun Lim ◽  
Suk-Hyang Lee
Keyword(s):  
Middle School Students ◽  
Intellectual Disabilities ◽  
Writing Skills ◽  
Self Esteem ◽  
Future Research ◽  
Writing Intervention ◽  
School Students ◽  
Baseline Design ◽  
Students With Intellectual Disabilities ◽  
Multiple Probe

This study was to investigate the effects of a process-based approach to writing interview articles using class-wide social network site (SNS) on the writing abilities and self-esteem of middle school students with intellectual disabilities. It also aimed at investigating these effects on attitudes of the students’ peers who were interviewed. A multiple probe baseline design across participants was employed to assess the writing abilities of three students with intellectual disabilities. A one-group pre- and posttest design was used to examine the changes in the attitudes of peers toward the students with intellectual disabilities. The intervention improved the writing abilities of the three participants along with increases of their self-esteem. The participants’ peers in the inclusive classrooms also showed positive changes in their attitudes toward the students with intellectual disabilities. This study has significance in that teaching interview article writing using class-wide SNS was effective not only in promoting the writing skills of students with intellectual disabilities but in improving their peers’ attitudes toward them. Implications and directions for future research are discussed.

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