ERIC Number: EJ1120466
Record Type: Journal
Publication Date: 2016-Dec
Abstractor: As Provided
Using SMART Board Technology to Teach Young Students with Disabilities and Limited Group Learning Experience to Read Environmental Text
Shepley, Collin; Lane, Justin D.; Gast, David L.
Education and Training in Autism and Developmental Disabilities, v51 n4 p 404-420 Dec 2016
A multiple probe design across behaviors was used to evaluate the effectiveness of a SMART Board used in conjunction with teacher delivered constant time delay (CTD) to teach environmental text to three young students with disabilities and minimal group learning experience during small group direct instruction. Observational learning, instructive feedback, and generalization were also assessed. Initially, reinforcement was presented to the group via the SMART Board, but was modified to a token economy to address challenging behavior and non-responding in some students. Results suggest that using a SMART Board and CTD was effective for one participant when group reinforcement was used and effective for all participants when an individualized token economy was added to sessions. Teachers should be cautious when using group reinforcement strategies with young students who may not have extended learning histories with small group instruction and reinforcement other than token economies. Suggestions for future research and implications for practice are provided.
Descriptors: Disabilities, Assistive Technology, Environmental Education, Learning Experience, Cooperative Learning, Observational Learning, Feedback (Response), Reinforcement, Token Economy, Individualized Instruction, Elementary School Students, Group Activities, Outcomes of Treatment, Interviews
Division on Autism and Developmental Disabilities, Council for Exceptional Children. DDD, P.O. Box 3512, Fayetteville, AR 72702. Tel: 479-575-3326; Fax: 479-575-6676; Web site: http://daddcec.org/Publications/ETADDJournal.aspx
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Authoring Institution: N/A