Your search found 22 results.

Descriptors:
Homework; Assistive Technology; Science Tests; Secondary School Students; Standardized Tests; Visual Impairments; Computation; Internet; Reading Comprehension; Technology Uses in Education; Computer Uses in Education; Disabilities; Correlation; Sample Size; Academic Achievement; Low Income Groups; Multiple Regression Analysis; Special Education; Predictor Variables

Abstract:
Introduction: The study presented here explored the relationship between computer and Internet use and the performance on standardized tests by secondary school students with visual impairments. Methods: With data retrieved from the first three waves (2001-05) of the National Longitudinal Transition Study-2, the correlational study focused on secondary school students with a primary disability of visual impairment who were capable of taking standardized tests. The unweighted sample sizes ranged from 210 to 280. The relationships between using a computer for homework and for the Internet and students' performance on standardized tests on synonyms and antonyms, comprehension of passages, calculation, applied problems, science, and social studies were investigated using multiple regression analyses, with other variables held constant, including gender, severity of vision loss, household income, multiple disability status, and race or ethnicity. Results: When gender, the severity of vision loss, household income, multiple disability status, and race or ethnicity were held constant, using a computer for the Internet had a significant positive relationship with students' performances on the passage comprehension test (p = 0.034), calculation test (p = 0.027), and science test (p = 0.000). However, using a computer for homework had no significant relationship with students' performances in any of the six tests that were examined. Discussion: Students who used a computer for the Internet scored significantly higher than did those who did not on the passage comprehension, calculation, and science tests. But students who used a computer for homework performed at the same level as those who did not on all six tests that were examined. Implications for practitioners: Internet use by secondary school students with visual impairments may be beneficial to the students' performance on passage comprehension, calculation, and science tests and therefore should be encouraged. Special assistance for students from low-income families, whose rate of Internet use was significantly lower than those from high-income families, should be considered. (Contains 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
General Education; Hyperactivity; Behavior Modification; Validity; Attention; Attention Deficit Hyperactivity Disorder; Functional Behavioral Assessment; Task Analysis; Educational Environment; Likert Scales; Elementary School Teachers; Elementary Education; Student Behavior

Abstract:
This study was conducted to investigate the effectiveness of noncontingent attention (NCA) on disruptive talking-out behavior in a student diagnosed with attention deficit and hyperactivity disorder in the general education classroom. Functional analysis indicated that the talking-out behavior was maintained by teacher attention. We used an ABAB design in which the teacher implemented NCA. Results indicated that the strategy decreased the participant's talking-out behavior. Furthermore, social validity data indicated that the participant was able to spend more time on-task. Results and implications for research and practice are discussed. (Contains 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Behavior Problems; General Education; Autism; Functional Behavioral Assessment; Inclusion; Mainstreaming; Behavior Modification; Attention; Program Effectiveness; Grade 3

Abstract:
The authors conducted this study to decrease disruptive vocalizations in a 3rd-grade student with high-functioning autism across 3 general education classrooms. They used direct and indirect approaches of functional behavior assessment to determine the function of the disruptive behavior. Results indicated that the behavior was maintained by attention from the teachers. To reduce the disruptive vocalizations, the teachers implemented noncontingent attention, which was tracked across 3 content areas with 3 different teachers in 3 settings using an AB design. Results showed decreased disruptive vocalizations across all 3 environments. Results and implications for practice and research are discussed. (Contains 3 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Video Technology; Independent Living; Prompting; Developmental Disabilities; Daily Living Skills; Mental Retardation; Children; Adolescents; Adults; Databases; Educational Research; Validity

Abstract:
We reviewed 18 video prompting studies that were conducted with persons with developmental disabilities. Results across the studies indicate that video prompting is a viable method for improving various domestic, vocational, and independent living skills. In addition, video prompting strategies facilitated maintenance and generalization of learned skills. Also, in several studies when teaching various skills, video promptings strategies were more effective than static pictures or video models alone. We discuss the results and make suggestions for future researchers and practitioners. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Autism; Training; Young Adults; Instructional Materials; Time Factors (Learning); Reading; Reading Comprehension; Educational Research; Merchandise Information; Universities

Abstract:
This study examined the effectiveness of the constant timed delay procedure for teaching two young adults with autism to read, define, and state the contextual meaning of keywords on product warning labels of common household products. Training sessions were conducted in the dyad format using flash cards. Results indicated that both participants successfully acquired the skills and generalized them across materials. Even though participants could not attain criterion on generalization across setting probes before the study ended, there were improvements in performance. The implications of the findings for future research and practice are discussed. (Contains 2 tables and 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Evidence; Learning Disabilities; Teaching Methods; Meta Analysis; Educational Practices; Classroom Techniques; Theory Practice Relationship; Literature Reviews; Intervention; Educational Strategies; Academic Accommodations (Disabilities); Instructional Effectiveness

Abstract:
Meta-analysis is considered an acceptable method to evaluate research studies for evidence-based practices. The purpose of this review is to examine the applicability of using meta-analyses in the learning disability field to guide classroom practice. The authors evaluated 15 learning disability meta-analyses in three domains: large-scale analyses, academic, and social. Results indicate that although meta-analyses provide strong support for general components of effective instruction, they are unable to provide definitive answers for practitioners looking for concrete suggestions of what evidence-based practices to implement in their classrooms. (Contains 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Communication Strategies; Developmental Disabilities; Behavior Problems; Speech Impairments; Generalization; Program Effectiveness; Behavior Modification; Communication Skills; Augmentative and Alternative Communication; Pictorial Stimuli; Autism; Literature Reviews

Abstract:
Picture Exchange Communication System (PECS) is a picture-based communication strategy used to teach communication skills to persons with developmental disabilities including autism. This article systematically reviews 13 published single-subject studies to examine the effectiveness of PECS, the effects of PECS on speech and problem behaviors, generalization beyond training conditions, and social validity of the intervention. The authors also calculated percentage of nonoverlapping data points for all participants to quantify, compare, and analyze results. Results indicate that PECS yielded increases in functional communication in all but 1 participant. Additionally, PECS decreased problem behaviors and increased speech in some individuals. A theoretical framework, analyses of methodologies, and implications for researchers and practitioners are discussed. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Autism; Interpersonal Competence; Inclusive Schools; Elementary School Students; Pervasive Developmental Disorders; Intervention; Peer Groups; Training; Learning Centers (Classroom); Outcomes of Education

Abstract:
This study was conducted to increase peer-to-peer social skills using direct instruction and peer training in two elementary students with autism spectrum disorders in inclusion settings. The participants and their non-disabled peers were trained to initiate and respond to each other during center time, academic activities. We used a multiple-baseline design across participants to determine the effects of the intervention. Increased initiations and responses in all participants were noted. Implications for practice and research are discussed. (Contains 1 figure and 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Autism; Interpersonal Competence; Direct Instruction; Females; Elementary School Students; Educational Strategies

Abstract:
This study was conducted to increase peer-to-peer social skills using direct instruction of two elementary students diagnosed with autism. Two participants and a peer were trained to initiate, share and respond to each other and to the peer. A multiple-baseline design across participants was used to determine the effects of the direct instruction strategy. Results indicated increased social initiations in both participants and sharing behaviours in one of the participants, but no increases in responses in both participants. Implications for practitioners and for future researchers are discussed. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Autism; Generalization; Augmentative and Alternative Communication; Special Needs Students; Behavior Modification; Skill Development; Communication Skills; Preschool Children; Program Effectiveness

Abstract:
This study examined the acquisition and generalization of requesting behaviors learned through PECS with three children with autism. A single-subject multiple baseline across participants design was used to determine the effects of PECS. Results indicated that all three participants acquired PECS skills for requesting and generalized the skills across settings and persons. However, only two of the three participants met criterion on the generalization across stimulus class probes. Implications and suggestions for future research are discussed. This study provides preliminary data on generalization of PECS across stimulus classes by persons with autism. (Contains 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website