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ERIC Number: EJ961160
Record Type: Journal
Publication Date: 2011
Pages: 15
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1938-727X
Using Simultaneous Prompting and Computer-Assisted Instruction to Teach Story Writing to Students with Autism
Pennington, Robert C.; Ault, Melinda Jones; Schuster, John W.; Sanders, Ann
Assistive Technology Outcomes and Benefits, v7 n1 p24-38 Sum 2011
In the current study, the researchers evaluated the effects of simultaneous prompting and computer-assisted instruction on the story-writing responses of 3 males with autism, 7 to 10 ears of age. Classroom teachers conducted all probe and training sessions. The researchers used a multiple baseline across participants design to evaluate the efficacy of the intervention. In addition, they used pre-posttest measures to assess the generalization of acquired skills across untrained story topics and different response topographies. The data indicated that simultaneous prompting and computer-assisted instruction were effective in improving the story-writing skills of all 3 participants. Two of the participants demonstrated maintenance and generalization of trained responses. (Contains 1 table and 2 figures.)
Assistive Technology Industry Association and SEAT Center. Available from: SEAT Center, Special Education, Illinois State University, Campus Box 5910, Normal, IL 61790. Tel: 309-438-7811; Fax: 309-830-0999; e-mail: atob@atia.org; Web site: http://www.atia.org/i4a/pages/index.cfm?pageid=3305
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A