etadd_46(4) - Division on Autism and Developmental Disabilities

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Figure 2. Correct responses for Nate for color word identification, letter identification, and number identification. Computer-Based Practice / 561
sponses for each skill. No trends were apparent during baseline for Joe. Nate’s baseline data were more variable, ranging between zero and six correct responses across skills. Additionally, Nate’s second tier (letter identification) shows a slight upward trend during baseline. When the intervention was introduced, both students showed a clear upward trend of correct responding for each skill. Joe’s second tier (letter-sound identification) shows a delayed upward trend beginning on the fifth intervention session followed by rapid progress to mastery (i.e., 4 sessions). Both participants also demonstrated maintenance. Nate demonstrated maintenance for all three skills and Joe demonstrated maintenance for letters and numbers. Although Joe’s color word proficiency increased, he was unable to reach the criteria for beginning the maintenance phase for color words in the time available for data collection. Interobserver Agreement and Procedural Reliability Interobserver agreement (IOA) was assessed in each condition for each participant on 20% of the sessions. Across all phases, skills, and participants, mean IOA was 99.4% (ranging from 80% to 100%). Procedural reliability was assessed on 20% of the sessions for the computer practice procedures and the flashcard assessment procedures. Procedural reliability was 100% for computer practice and 97% for the flashcard assessment procedures. Discussion Results of this study demonstrate that computer-based practice was functionally related to acquisition and maintenance of basic skills by two children with moderate to intensive disabilities. Although each participant showed variations in rate and pattern of responding, they both achieved substantial improvement of basic academic skills over the course of 12–14 weeks. Both participants also demonstrated maintenance for at least two academic skills over two to four weeks. Joe’s correct responding was low and stable in baseline. When computer practice was introduced, Joe’s data show upward trends for each skill (see Figure 1). For letter sounds, Joe did not begin to show improvement until the fifth intervention session when his pattern of correct responding increased substantially. The experimenters were unable to determine the reason for the delayed, then substantial, increase in correct responding for letter sounds. During maintenance, Joe consistently attained 90–100% accuracy for number identification and letter sounds. He was unable to begin the maintenance phase for color words due to the limited time for data collection, but based on his data trend on the third tier, he probably would have met mastery for color words if given more time. Nate’s data were highly variable throughout the study until he began the maintenance phase (see Figure 2). Because he selected the correct answer from two flashcards, Nate had a 50% chance of getting the answer correct. This may have inflated his percent of correct responses and produced increased variability throughout the experiment. However, during maintenance, similar to Joe, Nate demonstrated consistently accurate responding at 90–100%. The findings of this study support previous research that computer assisted instruction is an effective tool for increasing academic performance (e.g., Chambers et al., 2008; Clarfield & Stoner, 2005; Jerome & Barbetta, 2005) and extends the findings of computer assisted instruction to children with moderate to intensive disabilities. Aspects of computer practice that likely increased the effectiveness of the intervention include consistent visual and auditory response prompts, frequent opportunities for active responding, and immediate feedback for each response. The results of this study are also consistent with previous research demonstrating the effectiveness of active student responding with immediate feedback for students with more intensive disabilities (e.g., Barbetta et al., 1993). Limitations and Future Research While this study provides evidence of a functional relationship between computer practice and basic skills acquisition and maintenance, several limitations should be considered. First, each student attended a general education classroom for 15 to 40 minutes each day to increase their social interactions with typically developing peers. The experimenters were 562 / 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
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eos” was highlighted. Students th
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ment was 100% for baseline and main
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Figure 3. Percentage of independent
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Page 37 and 38: Individuals with Disabilities Educa
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Page 41 and 42: TABLE 1 Video Prompting Studies Con
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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
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Page 67 and 68: Retardation and Developmental Disab
Page 71 and 72: TABLE 1 Student Demographic Informa
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Page 75 and 76: Experimental Design This study empl
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Page 85: Figure 1. Correct responses for Joe
Page 89 and 90: then be used as a template for quic
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Page 93 and 94: making choices is clearly not in th
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Page 103 and 104: TABLE 1 Studies Listed According to
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Page 119 and 120: Kreiner, J., & Flexer, R. (2009). A
Page 123 and 124: autism on the CARS. Regarding socia
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Page 135 and 136: 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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