Technology is an indispensable part of everyday life. As such, it also is an integral component o... more Technology is an indispensable part of everyday life. As such, it also is an integral component of our educational system. Because online education is becoming more and more a part of technology-based instruction in special and general education, the design of online learning environments is integral to educational outcomes for students with learning disabilities. Research focusing on the instructional design of online instruction indicates that there are universal variables that must be incorporated for learning to occur (e.g., accessible text, typography, legibility, line length, alignment). However, there also are specific learning characteristics of the student that must be considered. Online learning for students with learning disabilities must take into consideration the specific learning characteristics that have been identified for this population. In a recent research project, Boone and Higgins (2005) identified 19 instructional design considerations to be incorporated into...
This is the introduction to a special issue focusing directly on the underlying principles that g... more This is the introduction to a special issue focusing directly on the underlying principles that guide the editorial focus of Intervention in School and Clinic ( ISC), that of the relationship between research and practice. Eight articles written by Associate Editors of ISC explicate and extend the significant issues facing both the research and practitioner communities in furthering the initiative of translating genuine, positive research outcomes to clearly articulated tactics and strategies for effective implementation.
Distance education in the form of Interactive Television (ITV) and videotape currently is being d... more Distance education in the form of Interactive Television (ITV) and videotape currently is being discussed as a method to provide instruction to students enrolled in education courses. In this study, the effect of traditional, ITV, and videotape lectures on student achievement and attendance was investigated. Student satisfaction with the course and student evaluations of the instructor were also analyzed. Sixty-seven preservice special education students were randomly assigned to one of three instructional methods. One group received instruction with the instructor present, one group received instruction via ITV and the third group received instruction by means of a videotape lecture. Results indicated that (a) students achieved equally well on quizzes and tests regardless of the instructional method, (b) students who received instruction in the traditional setting were satisfied with the instruction they received, (c) students who received instruction via ITV were satisfied with th...
Universities currently are exploring an array of instructional media to facilitate the delivery o... more Universities currently are exploring an array of instructional media to facilitate the delivery of instruction. Consensus from the studies indicates that there is no significant difference in the achievement of students who participate in traditional or online coursework. However, little research has compared traditional learning with the new multimedia online technologies that are becoming more prevalent in distance education. This study investigated the achievement, student satisfaction, and instructor course evaluations of pre-service general education students who participated in three special education courses in which a variety of instructional media and methods were used. The media used were: (a) a traditional classroom, (b) an online classroom (WebCT), and a (c) class-in-a-box via multimedia CD-ROMs. The various methods used to deliver the instructional content included PowerPoint notes, lecture notes, digital videos, and the textbook. Results of the study revealed that ther...
This three-year longitudinal study involved the use of hypermedia computer assisted instruction (... more This three-year longitudinal study involved the use of hypermedia computer assisted instruction (CAI) to provide individualized reading instruction within a general classroom environment for students in grades K-3. The software provided reading lessons in a hypermedia format designed as supplementary material for a basal reader series. Because this project was interested in the maintenance of students with mild disabilities in the general education setting, particular attention was given to the reading progress of low-achieving students, as they appeared to be the most at risk for being referred to special education classes. Analysis of the achievement test data indicates: Year One. Entire-class significance was shown with experimental classes outperforming control classes at kindergarten, second grade, and third grade. When the classrooms were broken down into ability groups, low students in the kindergarten, second grade, and third grade experimental classes achieved significantly...
Education and Training in Autism and Developmental Disabilitites
Children with autism are at-risk for poor literacy outcomes and have the right to learn literacy ... more Children with autism are at-risk for poor literacy outcomes and have the right to learn literacy skills. Despite this, students with autism often may be perceived as not ready for literacy instruction. This study focused on teaching alphabet skills to young children with autism. Two instructional conditions were compared, traditional teacher-led group instruction that used alphabet books and multimedia computer-assisted instruction. Data were compared to determine the effects on alphabetic skills acquisition and maintenance. The effects on student attentive behavior and engagement in problem behavior in each intervention condition also were compared. Results indicated that both interventions were effective for improving and maintaining student alphabet recognition skills. In both intervention groups, the children had high rates of attention to task and low rates of undesirable behavior. Directions for future research as well as conclusions regarding the design of literacy interventi...
Technology is an indispensable part of everyday life. As such, it also is an integral component o... more Technology is an indispensable part of everyday life. As such, it also is an integral component of our educational system. Because online education is becoming more and more a part of technology-based instruction in special and general education, the design of online learning environments is integral to educational outcomes for students with learning disabilities. Research focusing on the instructional design of online instruction indicates that there are universal variables that must be incorporated for learning to occur (e.g., accessible text, typography, legibility, line length, alignment). However, there also are specific learning characteristics of the student that must be considered. Online learning for students with learning disabilities must take into consideration the specific learning characteristics that have been identified for this population. In a recent research project, Boone and Higgins (2005) identified 19 instructional design considerations to be incorporated into...
This is the introduction to a special issue focusing directly on the underlying principles that g... more This is the introduction to a special issue focusing directly on the underlying principles that guide the editorial focus of Intervention in School and Clinic ( ISC), that of the relationship between research and practice. Eight articles written by Associate Editors of ISC explicate and extend the significant issues facing both the research and practitioner communities in furthering the initiative of translating genuine, positive research outcomes to clearly articulated tactics and strategies for effective implementation.
Distance education in the form of Interactive Television (ITV) and videotape currently is being d... more Distance education in the form of Interactive Television (ITV) and videotape currently is being discussed as a method to provide instruction to students enrolled in education courses. In this study, the effect of traditional, ITV, and videotape lectures on student achievement and attendance was investigated. Student satisfaction with the course and student evaluations of the instructor were also analyzed. Sixty-seven preservice special education students were randomly assigned to one of three instructional methods. One group received instruction with the instructor present, one group received instruction via ITV and the third group received instruction by means of a videotape lecture. Results indicated that (a) students achieved equally well on quizzes and tests regardless of the instructional method, (b) students who received instruction in the traditional setting were satisfied with the instruction they received, (c) students who received instruction via ITV were satisfied with th...
Universities currently are exploring an array of instructional media to facilitate the delivery o... more Universities currently are exploring an array of instructional media to facilitate the delivery of instruction. Consensus from the studies indicates that there is no significant difference in the achievement of students who participate in traditional or online coursework. However, little research has compared traditional learning with the new multimedia online technologies that are becoming more prevalent in distance education. This study investigated the achievement, student satisfaction, and instructor course evaluations of pre-service general education students who participated in three special education courses in which a variety of instructional media and methods were used. The media used were: (a) a traditional classroom, (b) an online classroom (WebCT), and a (c) class-in-a-box via multimedia CD-ROMs. The various methods used to deliver the instructional content included PowerPoint notes, lecture notes, digital videos, and the textbook. Results of the study revealed that ther...
This three-year longitudinal study involved the use of hypermedia computer assisted instruction (... more This three-year longitudinal study involved the use of hypermedia computer assisted instruction (CAI) to provide individualized reading instruction within a general classroom environment for students in grades K-3. The software provided reading lessons in a hypermedia format designed as supplementary material for a basal reader series. Because this project was interested in the maintenance of students with mild disabilities in the general education setting, particular attention was given to the reading progress of low-achieving students, as they appeared to be the most at risk for being referred to special education classes. Analysis of the achievement test data indicates: Year One. Entire-class significance was shown with experimental classes outperforming control classes at kindergarten, second grade, and third grade. When the classrooms were broken down into ability groups, low students in the kindergarten, second grade, and third grade experimental classes achieved significantly...
Education and Training in Autism and Developmental Disabilitites
Children with autism are at-risk for poor literacy outcomes and have the right to learn literacy ... more Children with autism are at-risk for poor literacy outcomes and have the right to learn literacy skills. Despite this, students with autism often may be perceived as not ready for literacy instruction. This study focused on teaching alphabet skills to young children with autism. Two instructional conditions were compared, traditional teacher-led group instruction that used alphabet books and multimedia computer-assisted instruction. Data were compared to determine the effects on alphabetic skills acquisition and maintenance. The effects on student attentive behavior and engagement in problem behavior in each intervention condition also were compared. Results indicated that both interventions were effective for improving and maintaining student alphabet recognition skills. In both intervention groups, the children had high rates of attention to task and low rates of undesirable behavior. Directions for future research as well as conclusions regarding the design of literacy interventi...
Uploads
Papers by Randy Boone