etadd_46(4) - Division on Autism and Developmental Disabilities

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problems employed in this study presented one instance of regrouping within the problem; therefore, generalization to more difficult skills such as multiple regrouping opportunities or regrouping with zero in the problem should be examined. References Alberto, P. A., & Troutman, A. C. (2009). Applied behavior analysis for teachers (8 th ed.). Upper Saddle River, NJ: Pearson Education, Inc. Browder, D. M., & Grasso, E. (1999). Teaching money skills to individuals with mental retardation: A research review with practical applications. Remedial and Special Education, 20, 297–308. Browder, D. M., Spooner, F., Ahlgrim-Delzell, L., Harris, A., & Wakeman, S. Y. (2008). A metaanalysis on teaching mathematics to students with significant cognitive disabilities. Exceptional Children, 74, 407–432. Bullock, J., Pierce, S., & McClellan, L. (1989). Touch Math. Colorado Springs, Co: Innovative Learning Concepts. Butler, F. M., Miller, S. P., Kit-hung, L., & Pierce, T. (2001). Teaching mathematics to students with mild-to-moderate mental retardation: A review of the literature. Mental Retardation, 39, 20–31. Cihak, D., & Foust, J. (2008). Comparing number lines and touch points to teach addition facts to students with autism. Focus on Autism and Other Developmental Disabilities, 23, 131–137. Cooper, J. O., Heron, T. E., & Heward, W. L. (2007). Applied behavior analysis (2 nd ed.). Upper Saddle River, NJ: Merrill. Fletcher, D., Boon, R., & Cihak, D. (2010). Effects of the TouchMath program compared to a number line strategy to teach addition facts to middle school students with moderate intellectual disabilities. Education and Training in Autism and Developmental Disabilities, 45, 449–458. Harrison, P. L., & Oakland, T. (2003), Adaptive Behavior Assessment System (2nd ed.). San Antonio, TX: The Psychological Corporation. Individuals with Disabilities Education Improvement Act of 2004, 20 U. S. C. §§ 1400–1485 (2004 supp. IV), Pub. L. No. 108–4<strong>46</strong> (2004), 108 th Congress, Second Session. Jitendra, A. K., & Xin, Y. (1997). Mathematical problem solving instruction for students with mild disabilities and students at risk for math failure: A research synthesis. The Journal of Special Education, 30, 412–438. Kramer, T., & Krug, D. A. (1973). A rationale and procedure for teaching addition. Education and Training of the Mentally Retarded, 8, 140–145. Kroesbergen, E. H., & Van Luit, J. (2003). Mathematics interventions for children with special educational needs: A meta-analysis. Remedial and Special Education, 24, 97–114. Mastropieri, M. A., Bakken, J. P., & Scruggs, T. E. (1991). Mathematics instruction for individuals with mental retardation: A perspective and research synthesis. Education and Training in Mental Retardation, 26, 115–129. Miller, S. P., Butler, F. M., & Lee, K. (1998). Validated practices for teaching mathematics to students with learning disabilities: A review of literature. Focus on Exceptional Children, 31, 1–24. National Council of Teachers of Mathematics. (2000). Principles and NCTM Standards for school mathematics. Reston, VA: The National Council of Teachers of Mathematics, Inc. No Child Left Behind Act of 2001, Public Law 107– 110, 107 th Congress, First Session. Scott, K. S. (1993). Multisensory mathematics for children with mild disabilities. Exceptionality, 4, 97–111. Simon, R., & Hanrahan, J. (2004). An evaluation of the touch math method for teaching addition to students with learning disabilities in mathematics. European Journal of Special Needs Education, 19, 191–209. Swanson, H. L., & Jerman, O. (2006). Math disabilities: A selective meta-analysis of the literature. Review of Educational Research, 76, 249–274. U. S. Department of Education. (2007). Twentyninth annual report to Congress on the implementation of the Individuals with Disabilities Education Act (IDEA). Washington, DC: Author. Wechsler, D. (1991). Wechsler Intelligence Scale for Children-Third Edition. San Antonio, TX: Psychological Corporation. Wolf, M. M. (1978). Social validity: The case for subjective measurement or how applied behavioral analysis is finding its heart. Journal of Applied Behavior Analysis, 11, 203–214. Woodcock, R. W., McGrew, K. S., & Werder, J. K. (1994). Woodcock-McGrew-Werder Mini-Battery of Achievement. Chicago, IL: Riverside Publishing. Xin, Y. P., & Jitendra, A. K. (1999). The effects of instruction in solving mathematical word problems for students with learning problems: A metaanalysis. The Journal of Special Education, 32, 207– 225. Received: 7 September 2010 Initial Acceptance: 2 November 2010 Final Acceptance: 23 February 2011 Touchmath© and Money Skills / 555
Education and Training in Autism and Developmental Disabilities, 2011, <strong>46</strong>(4), 556–564 © <strong>Division</strong> on Autism and Developmental Disabilities Effects of Computer-Based Practice on the Acquisition and Maintenance of Basic Academic Skills for Children with Moderate to Intensive Educational Needs Julie M. Everhart Westerville City Schools Sheila R. Alber-Morgan The Ohio State University Ju Hee Park Wheelock College Abstract: This study investigated the effects of computer-based practice on the acquisition and maintenance of basic academic skills for two children with moderate to intensive disabilities. The special education teacher created individualized computer games that enabled the participants to independently practice academic skills that corresponded with their IEP objectives (e.g., letter-sound correspondence, word identification, number identification). The computer games provided discrete learning trials with immediate feedback for each response. A multiple baseline across skills design demonstrated that computer-based practice resulted in the successful acquisition of basic academic skills for both participants. Additionally, both participants maintained at least two mastered skills for two to four weeks. In this dynamic age of technology, the use of computers permeates many facets of our daily living, learning, working, and entertainment. The pervasiveness of rapidly changing technology and the corresponding need for computer literacy has required schools to embed technology into academic instruction in order to prepare students to live and work in a high tech society. In fact, the National Educational Technology Plan (2004) developed by the U.S. Department of Education as part of the No Child Left Behind Act recommends that states and districts “encourage ubiquitous access to computers and connectivity for each student” (p. 43). In addition to preparing students for the requirements of the real world, student engagement with computer technology has been effective for increasing academic skills (e.g., Fitzgerald, Koury, & Mitchum, 2008; Hall, Hughes, & Filbert, 2000). For example, computer assisted instruction (CAI) has been demonstrated to increase reading skills for at Correspondence concerning this article should be addressed to Sheila Alber-Morgan, Ohio State University, A356 PAES Building, 305 W. 17 th Ave, Columbus, OH 43229. E-mail: morgan.651@osu.edu risk first graders (Chambers et al. 2008), oral reading fluency for children with attention deficit/hyperactivity disorder (Clarfield & Stoner, 2005), social studies content knowledge for fifth graders with learning disabilities (Jerome & Barbetta, 2005), comprehension of history text by high school students (Twyman & Tindal, 2006), sight word recognition for children with developmental disabilities (Lee & Vail, 2005), and basic academic skills (shape, color, and number identification) for preschoolers (Hitchcock & Noonan, 2000). CAI may be effective because it utilizes active student responding with immediate feedback and/or reinforcement for each response (e.g., Hall et al., 2000; Macaruso & Walker, 2008; Sorrell, Bell, & McCallum, 2007). Research demonstrates that students with more intensive disabilities can benefit a great deal from frequent opportunities for active student responding (e.g., Barbetta, Heron, & Heward, 1993). Although CAI has substantial research support for increasing academic skills, most CAI research has focused on typically developing students or students with mild to moderate disabilities. Students with moderate to intensive disabilities can also benefit from CAI of academic skills, but most of the technology 556 / Education and Training in Autism and Developmental Disabilities-December 2011
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Education and Training in Autism an
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March 2012 Manuscripts Accepted for
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new line of research, the review ho
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TABLE 1—(Continued) Overview of H
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TABLE 1—(Continued) Overview of H
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Figure 1. MP3 Player (Model: SM-320
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Figure 3. Sony-Ericsson K800. Retri
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computer with three middle school s
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Figure 6. Video iPod. Apple, Inc. h
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example, in contrast to previous st
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using public transportation. Device
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accessible software to increase ind
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(14.3%), a unique curriculum (13.8%
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TABLE 1 Student Characteristics Stu
Page 29 and 30: eos” was highlighted. Students th
Page 31 and 32: ment was 100% for baseline and main
Page 33 and 34: Figure 3. Percentage of independent
Page 35 and 36: how to program and operate the equi
Page 37 and 38: Individuals with Disabilities Educa
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Page 41 and 42: TABLE 1 Video Prompting Studies Con
Page 43 and 44: TABLE 1—(Continued) Video Prompti
Page 45 and 46: Length of video clips. Researchers
Page 47 and 48: to learn three cooking tasks. Resul
Page 49 and 50: Van Laarhoven and Van Laarhoven-Mye
Page 51 and 52: Dogoe, M., & Banda, D. R. (2009). R
Page 55 and 56: TABLE 1 Summary of Demographic and
Page 57 and 58: TABLE 2 Summary of Outcome Variable
Page 59 and 60: with students in preschool (Akmanog
Page 61 and 62: with MoID acquiring some of their p
Page 63 and 64: Vocational task. To date one study
Page 65 and 66: ed; thereby adding to the amount of
Page 67 and 68: Retardation and Developmental Disab
Page 71 and 72: TABLE 1 Student Demographic Informa
Page 73 and 74: Figure 1. Example of the mini-poste
Page 75 and 76: Experimental Design This study empl
Page 77 and 78: intervention sessions was 75.55% de
Page 79: help continue maximum skill profici
Page 83 and 84: at the same time, or did not respon
Page 85 and 86: Figure 1. Correct responses for Joe
Page 87 and 88: sponses for each skill. No trends w
Page 89 and 90: then be used as a template for quic
Page 91 and 92: 2007). Choice making initiates the
Page 93 and 94: making choices is clearly not in th
Page 95 and 96: epeated until stable choice pattern
Page 97 and 98: transportation, commitment) to prov
Page 99 and 100: can be made. Last, because consumer
Page 103 and 104: TABLE 1 Studies Listed According to
Page 105 and 106: TABLE 1—(Continued) Studies Liste
Page 111 and 112: (i.e., MSW) and duration-based (i.e
Page 113 and 114: 2008), and increasing adaptive beha
Page 115 and 116: port difficulty implementing the in
Page 117 and 118: of a preferred item while continuin
Page 119 and 120: Kreiner, J., & Flexer, R. (2009). A
Page 123 and 124: autism on the CARS. Regarding socia
Page 125 and 126: other effect size measures and with
Page 127 and 128: quests during baseline sessions. Du
Page 129 and 130: ulation was generally clear and he
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communication training as a treatme
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encing allergy symptoms (one partic
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Assessments Preference assessment.
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Interobserver agreement. A second o
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challenging behavior in the presess
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tion of the preferred item signaled
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ior: An analysis of the literature.
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moderate intellectual disabilities
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Effects of the STAR intervention pr
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Copeland, S. R. (2002). See citatio
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126. Ezell, D., & Klein, C. (2003).
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computer-based instruction program.
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sight words to students with mental
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Mastropieri, M. A. (2009). See cita
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262. Noyes, D. A., & Sax, C. L. (20
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Rispoli, M. (2009). See citation #1
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Sparks, S. (2010). See citation #87
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Vlaskamp, C. (2008). See citation #
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INDEX—VOLUME 46,
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Runes, Sandra. See Hausmann-Stabile
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Review of video prompting studies w
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Look! I'm in College! DVD Look, I
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13th International Conference on Au
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