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Price comparison is an important and complex skill, but it lacks sufficient research attention in terms of educating secondary students with intellectual disability and/or autism spectrum disorder. This alternating treatment design study... more
Price comparison is an important and complex skill, but it lacks sufficient research attention in terms of educating secondary students with intellectual disability and/or autism spectrum disorder. This alternating treatment design study compared the use of a paper-based number line and audio prompts delivered via an audio recorder to support three secondary students with intellectual disability to independently and accuracy compare the price of three separate grocery items. The study consisted of 22 sessions, spread across baseline, intervention, best treatment, and two different generalization phases. Data were collected on the percent of task analysis steps completed independently, the type of prompts needed, students' accuracy selecting the lowest priced item, and task completion time. With both intervention conditions, students were able to independently complete the task analysis steps as well as accurately select the lowest priced item and decrease their taskcompletion time. For two of the students, the audio recorder condition resulted in the greatest independence and for one the number line. For only one student was the condition with the greatest independence also the condition for the highest rate of accuracy. The results suggest both tools can support students with price comparison. Yet, audio recorders offer students and teachers an age-appropriate and setting-appropriate option.
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ABSTRACT
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Page 1. Remedial and Special Education XX(X) 1 11 © 2011 Hammill Institute on Disabilities Reprints and permission: http://www. sagepub.com/journalsPermissions.nav DOI: 10.1177/0741932511401037 http://rase.sagepub.com Assistive... more
Page 1. Remedial and Special Education XX(X) 1 11 © 2011 Hammill Institute on Disabilities Reprints and permission: http://www. sagepub.com/journalsPermissions.nav DOI: 10.1177/0741932511401037 http://rase.sagepub.com Assistive Technology and Students ...
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ABSTRACT Twenty-two states continue to require exit exams, despite ongoing controversy surrounding their use. In all, exit exams affect nearly two thirds of high school students in this country. Many states, however, offer some... more
ABSTRACT Twenty-two states continue to require exit exams, despite ongoing controversy surrounding their use. In all, exit exams affect nearly two thirds of high school students in this country. Many states, however, offer some alternative route or routes to a diploma, by which at least some students may bypass the exam requirement. This study examines the implementation of the alternative route to a diploma adopted by one state. In all, 117 Indiana high school guidance counselors provided information about their schools’ exit exam waiver procedures for students with and without disabilities. Results indicated that although the routes appeared fairly compatible and there is relative consistency across schools, few students who continue to fail the exit exam apply for a waiver.
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DOI: 10.1177/0741932510362196 published online 24 February 2010 Remedial and Special Education Emily C. Bouck, Gauri Kulkarni and Linley Johnson Traditional Curricula ... Mathematical Performance of Students With Disabilities in Middle... more
DOI: 10.1177/0741932510362196 published online 24 February 2010 Remedial and Special Education Emily C. Bouck, Gauri Kulkarni and Linley Johnson Traditional Curricula ... Mathematical Performance of Students With Disabilities in Middle School Standards-Based and
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Students with autism spectrum disorder (ASD) are included in general education classes and expected to participate in general education content, such as mathematics. Yet, little research explores academically-based mathematics instruction... more
Students with autism spectrum disorder (ASD) are included in general education classes and expected to participate in general education content, such as mathematics. Yet, little research explores academically-based mathematics instruction for this population. This single subject alternating treatment design study explored the effectiveness of concrete (physical objects that can be manipulated) and virtual (3-D objects from the Internet that can be manipulated) manipulatives to teach single- and double-digit subtraction skills. Participants in this study included three elementary-aged students (ages ranging from 6 to 10) diagnosed with ASD. Students were selected from a clinic-based setting, where all participants received medically necessary intensive services provided via one-to-one, trained therapists. Both forms of manipulatives successfully assisted students in accurately and independently solving subtraction problem. However, all three students demonstrated greater accuracy and faster independence with the virtual manipulatives as compared to the concrete manipulatives. Beyond correctly solving the subtraction problems, students were also able to generalize their learning of subtraction through concrete and virtual manipulatives to more real-world applications.
Research Interests: Mathematics, Education, Problem Solving, Students, Humans, and 3 moreChild, Male, and Learning Disorders
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In this research the authors examined middle school special education teachers' perceptions of assistive technology... more
In this research the authors examined middle school special education teachers' perceptions of assistive technology during literacy instruction with students with high incidence disabilities. A survey explored the use, effectiveness, and factors impacting use or effectiveness of assistive technology for literacy teaching and learning. Results suggested teachers' perceived assistive technology to be an effective tool for literacy, but use it minimally. When assistive technology was used, teachers indicated it was an effective literacy support. Teachers also reported barriers to using assistive technology in literacy including cost, usability, and lack of training/experience. However, factors such as previous successful experiences with assistive technology and assistive technology supporting students' learning encouraged assistive technology use. The consistency of teachers' reports of needing more experience and knowledge in assistive technology to fully use it suggests implications for preservice preparation such as providing additional experiences and information on assistive technology.
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Supported eText for students with visual impairments in mathematics has a promising, emerging literature base, although little of the existing research focuses on implementation within a classroom setting. This qualitative study sought to... more
Supported eText for students with visual impairments in mathematics has a promising, emerging literature base, although little of the existing research focuses on implementation within a classroom setting. This qualitative study sought to understand the use of supported eText to deliver algebra to students with visual impairments enrolled in algebra mathematics courses. The study also sought to explore supported eText in contrast to students' traditional means of accessing an algebra text. The main results suggest supported eText holds potential in terms of delivering mathematics content; however, more research and more reflection on the field is needed regarding this approach as a sole means of presenting text. Implications for teacher professional development and implementation practices are discussed.
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Journal of Special Education Technology JSET 2010 Volume 25, Number 4 i Table ofContents ■ Computer-Assisted Instruction to Enhance the Reading Comprehension of Struggling Readers: A Review of the Literature............. 1 Maria Earman... more
Journal of Special Education Technology JSET 2010 Volume 25, Number 4 i Table ofContents ■ Computer-Assisted Instruction to Enhance the Reading Comprehension of Struggling Readers: A Review of the Literature............. 1 Maria Earman Stetter and Marie Tejero Hughes ■ The Effects of Word Prediction and Text-to-Speech Technologies on the Narrative Writing Skills of Hispanic Students with Specific Learning Disabilities......... 17 Monica C. Silió and Patricia M. Barbetta ■ Is the Pen Mightier? Using Pentop Computers to Improve Secondary ...
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Abstract: This study explored the performance of 75 seventh-grade students with and without disabilities, educated in inclusive mathematics classes, on open-ended, problem-solving mathematics assessments. In the study, approximately half... more
Abstract: This study explored the performance of 75 seventh-grade students with and without disabilities, educated in inclusive mathematics classes, on open-ended, problem-solving mathematics assessments. In the study, approximately half of the students used a graphing calculator on the first assessment and not on the second assessment (n= 35; 46.7%), whereas the other half used it on the second assessment and not on the first (n= 40; 53.3%). The results indicate that all students did better when using a graphing calculator, ...