etadd_46(4) - Division on Autism and Developmental Disabilities

More documents

Recommendations

Info

unable to control the amount of exposure to the target skills outside of the special education classroom (including home and community settings). Future research should attempt to control for exposure to the target skills in other settings. A limitation that may have influenced the students’ rate of learning is the amount of practice they received. Due to time restraints and the participants’ limited attention spans, each game was confined to three minutes which only allowed for one practice trial for each item. The students’ rates of learning may have been faster if they spent more time practicing. Future research should attempt to determine the optimum number of learning trials needed to promote mastery of basic academic skills for students with moderate to intensive disabilities. Throughout the study, flashcard probes were administered to assess progress of basic skills. Repeated exposure as well as feedback for correct responses during the flashcard probes may have contributed to the participants’ increased proficiency with basic skills. Consequently, the participants’ performance may have been the result of the combined effects of computer practice and flashcard probes as opposed to computer practice alone. The upward trend during baseline in the second tier of Figure 2 indicates this possibility for Nate. However, Joe’s baseline data for each skill displays hardly any change in responding until computer practice was implemented. Future research should attempt to identify a way to assess the outcomes of computer practice without introducing possible confounding variables associated with assessment. Another limitation of this study is that the experimenters did not assess generalization of the target skills to other settings or situations. Future research would be strengthened by measures of skill generalization to other classrooms or settings, with different teachers or peers, in different instructional arrangements, or with different application activities. One type of generalization, response maintenance, was measured in this study. However, the end of the school year limited the amount of maintenance data collected to only a few weeks. Future research should attempt to implement longer maintenance phases or collect follow-up data. The research on academic interventions for children with moderate to intensive disabilities is an important area of need in the field of special education. Future research should continue to investigate and identify effective strategies for teaching a range of academic and functional skills to individuals moderate to intensive educational needs. Implications for Practice Students with moderate to intensive disabilities need individualized instruction, repeated practice with immediate feedback, and frequent opportunities to increase their independent functioning. Customized computer games can provide a means for meeting these student needs. The flexibility of programming instruction with computers allows for a wide range of possibilities. Computer games can be customized to each student’s IEP objectives, modes of responding, and reinforcer preferences (e.g., animated characters, colors, sound effects). In this study, the special education teacher created individualized computer games that the participants could play independently. The results demonstrated that computer practice enables students with moderate to intensive disabilities to work independently for at least brief periods of time. While the participants were only playing each game for a maximum of three minutes (totaling nine minutes if they reached criteria to play the games for all three skills), none of the participants attempted to leave the computer area while playing. Anecdotally, the classroom staff observed the participants smiling, giggling, clapping their hands, and repeating sounds while they were engaged in computer practice; and both participants requested to play the computer games when it was not their designated time to play. Additionally, using the teacher’s voice for auditory prompts and feedback may have promoted student motivation as well as generalized responding. Creating customized computer games for this study required a little creativity, a basic understanding of Microsoft PowerPoint®, and time to construct the games. The first game can take up to an hour to create, but could Computer-Based Practice / 563
then be used as a template for quicker creation of additional games. Once the teacher creates the games, she can use them throughout the school year and modify them as needed for individual students. In addition, Microsoft PowerPoint® is a standard feature on most school computers, so teachers can create their own games for free. In fact, one of the reasons that the teacher in this study designed the customized games using Microsoft PowerPoint® was that appropriate computer software was unavailable for her students. Equipment and materials for students with significant disabilities tends to be expensive, however, Microsoft PowerPoint® was already available throughout the school district at no additional cost. Considering the potential for increased academic achievement and opportunities to work independently, this intervention can have an excellent cost-benefit ratio. Teachers of students with moderate to intensive disabilities can learn to make customized computer games designed to meet each of their students’ unique academic learning needs. References Barbetta, P., Heron, T. E., & Heward, W. L. (1993). Effects of active student response during error correction on the acquisition, maintenance, and generalization of sight words by students with developmental disabilities. Journal of Applied Behavior Analysis, 26, 111–119. Calculator, S. (2009). Augmentative and alternative communication (AAC) and inclusive education for students with the most severe disabilities. International Journal of Inclusive Education, 13, 93– 113. Chambers, B., Slavin, R., Madden, N., Abrami, P., Tucker, B., Cheung, A., et al. (2008). Technology infusion in Success for All: Reading outcomes for first graders. Elementary School Journal, 109, 1–15. Cihak, D., Kessler, K., & Alberto, P. (2008). Use of a handheld prompting system to transition independently through vocational tasks for students with moderate and severe intellectual disabilities. Education and Training in Developmental Disabilities, 43, 102–110. Clarfield, J., & Stoner, G. (2005). The effects of computerized reading instruction on the academic performance of students identified with ADHD. School Psychology Review, 4, 2<strong>46</strong>–254. Fitzgerald, G., Koury, K., & Mitchem, K. (2008). Research on computer-mediated instruction for students with high incidence disabilities. Journal of Educational Research, 38, 201–233. Hall, T. E., Hughes, C. A., & Filbert, M. (2000). Computer assisted instruction in reading for students with learning disabilities: A research synthesis. Education and Treatment of Children, 23, 173– 193. Hitchcock, C. H., & Noonan, M. J. (2000). Computer assisted instruction of early academic skills. Topics in Early Childhood Special Education, 20, 145– 168. Jerome, A., & Barbetta, P. (2005). The effect of active student responding during computer-assisted instruction on social studies learning by students with learning disabilities. Journal of Special Education Technology, 20, 13–23. Lancioni, G., Singh, N., O’Reilly, M. F., Sigafoos, J., Oliva, D., & Cingolani, E. (2009). Students with multiple disabilities using technology-based programs to choose and access stimulus events alone or with caregiver participation. Research in Developmental Disabilities, 30, 689–701. Lee, Y., & Vail, C. O. (2005). Computer-based reading instruction for young children with disabilities. Journal of Special Education Technology, 20, 145–158. Macaruso, P., & Walker, A. (2008). The efficacy of computer-assisted instruction for advancing literacy skills in kindergarten children. Reading Psychology, 29, 266–287. Mechling, L. (2008). High tech cooking: A literature review of evolving technologies for teaching a functional skill. Education and Training in Developmental Disabilities, 43, 474–485. Sorrell, C. A., Bell, S. M., & McCallum, R. S. (2007). Reading rate and comprehension as a function of computerized versus traditional presentation mode: A preliminary study. Journal of Special Education Technology, 22, 1–12. Twyman, T., & Tindal, G. (2006). Using a computeradapted conceptually based history text to increase comprehension and problem-solving skills of students with disabilities. Journal of Special Education Technology, 21, 5–16. U.S. Department of Education. (2004). National Education Technology Plan 2004. Retrieved April 1, 2009, from U.S. Department of Education Web Site: http://www.ed.gov/about/offices/list/os/ technology/plan/2004/site/edlite-default.html U.S. Department of Education. (2004). Toward a new golden age in American education: How the internet, the law and today’s students are revolutionizing expectations. Washington, D.C., Office of Educational Technology. Received: 27 July 2010 Initial Acceptance: 20 September 2010 Final Acceptance: 20 November 2010 564 / Education and Training in Autism and Developmental Disabilities-December 2011
Page 1 and 2:
Education and Training in Autism an
Page 3 and 4:
March 2012 Manuscripts Accepted for
Page 5 and 6:
new line of research, the review ho
Page 7 and 8:
TABLE 1—(Continued) Overview of H
Page 9 and 10:
TABLE 1—(Continued) Overview of H
Page 11 and 12:
Figure 1. MP3 Player (Model: SM-320
Page 13 and 14:
Figure 3. Sony-Ericsson K800. Retri
Page 15 and 16:
computer with three middle school s
Page 17 and 18:
Figure 6. Video iPod. Apple, Inc. h
Page 19 and 20:
example, in contrast to previous st
Page 21 and 22:
using public transportation. Device
Page 23 and 24:
accessible software to increase ind
Page 25 and 26:
(14.3%), a unique curriculum (13.8%
Page 27 and 28:
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
Page 39 and 40: Education and Training in Autism an
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 and 80: 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: sponses for each skill. No trends w
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
Page 131 and 132: communication training as a treatme
Page 133 and 134: encing allergy symptoms (one partic
Page 135 and 136: Assessments Preference assessment.
Page 137 and 138: Interobserver agreement. A second o
Page 139 and 140:
challenging behavior in the presess
Page 141 and 142:
tion of the preferred item signaled
Page 143 and 144:
ior: An analysis of the literature.
Page 145 and 146:
moderate intellectual disabilities
Page 147 and 148:
Effects of the STAR intervention pr
Page 149 and 150:
Copeland, S. R. (2002). See citatio
Page 151 and 152:
126. Ezell, D., & Klein, C. (2003).
Page 153 and 154:
computer-based instruction program.
Page 155 and 156:
sight words to students with mental
Page 157 and 158:
Mastropieri, M. A. (2009). See cita
Page 159 and 160:
262. Noyes, D. A., & Sax, C. L. (20
Page 161 and 162:
Rispoli, M. (2009). See citation #1
Page 163 and 164:
Sparks, S. (2010). See citation #87
Page 165 and 166:
Vlaskamp, C. (2008). See citation #
Page 167 and 168:
INDEX—VOLUME 46,
Page 169 and 170:
Runes, Sandra. See Hausmann-Stabile
Page 171 and 172:
Review of video prompting studies w
Page 173 and 174:
Look! I'm in College! DVD Look, I
Page 175 and 176:
13th International Conference on Au
show all

etadd_46(4) - Division on Autism and Developmental Disabilities

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?