NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1154191
Record Type: Journal
Publication Date: 2017
Pages: 26
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0748-8491
EISSN: N/A
Using a Multicomponent Multimedia Shared Story Intervention with an iPad to Teach Content Picture Vocabulary to Students with Developmental Disabilities
Rivera, Christopher J.; Hudson, Melissa E.; Weiss, Stacy L.; Zambone, Alana
Education and Treatment of Children, v40 n3 p327-352 2017
With the increased use of iPads in classrooms, special education teachers need methods for preparing students with developmental disabilities to access and use this technology for a variety of academic purposes. This study used a multiple probe design to examine a multicomponent multimedia shared story (MSS) intervention via an iPad to teach science vocabulary to three elementary students with developmental disabilities. The shared stories, delivered via an iPad, included photographs, text, and videos to purposefully support generalization of vocabulary. Furthermore, pre and post measures were taken to determine student gains in digital literacy skills through modeling without explicit instructions. Results demonstrated that all three students met the criterion for identifying picture vocabulary and maintained and generalized their vocabulary knowledge across other stimuli. Students also showed mastery of digital literacy skills. Implications for future research are discussed.
West Virginia University Press. P.O. Box 6295, West Virginia University, Morgantown, WV 26506. Tel: 866-988-7737; Tel: 304-293-8400; Fax: 304-293-6585; Web site: http://www.wvupress.com/index.php
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A