bluuebunny/crossref_metadata_2025 huggingface dataset:
The other Technological Divide: K-12 Web Accessibility
Authors: Krach S. Kathleen , Jelenic Milan
Published: December 2015

This study examined individual school home pages and their corresponding district-wide home pages for Web accessibility. As of 1999, the U.S. government established that all public and private school Web sites were to be made “Web accessible,” meaning accessible to students with disabilities. Although higher education sites have been subjected to previous Web accessibility studies, few studies have examined primary and secondary school sites. Home pages for K-12 schools were examined using the WebXact online software to determine compliance with federal mandates. Findings indicated that only about 14% of individual school home pages and 17% of school district home pages were Web accessible. When analyzed according to type of school, 17.6% of public schools were accessible compared to 7% of private schools. These numbers are disappointingly low, and far from the legally mandated requirement that 100% of Web pages be accessible to students with disabilities. The future challenge will be to determine how primary and secondary schools can develop their Web sites to be accessible to all to ensure compliance with the legal mandates.
Expanding Literacy for Learners with Intellectual Disabilities: The Role of Supported eText
Authors: Douglas Karen H. , Ayres Kevin M. , Langone John , Bell Virginia , Meade Cara
Published: December 2015

A series of single-subject experiments were conducted to evaluate the effects of presentational, translational, illustrative, instructional, and summarizing supports on the reading and listening comprehension of students with moderate intellectual disabilities. The specific eText supports under investigation included digitized voice and text-to-speech, text highlighting, video summaries, text-linked photographs, and graphic organizers. Two eText supports were found to be effective in supporting text comprehension for this population: reading the text out loud (using either recorded voice or text-to-speech), and graphic organizers. The findings also revealed the importance of providing explicit instruction in how to use eText supports. The article summarizes six studies and discusses the implications of the results for students with moderate intellectual disabilities, their teachers, and their parents.
Deepening Content Understanding in Social Studies Using Digital Text and Embedded Vocabulary Supports
Authors: Clay Karen , Zorfass Judith , Brann Alise , Kotula Andrea , Smolkowski Keith
Published: December 2015

This article discusses a strand of research conducted by the Education Development Center, Inc. in collaboration with the National Center for Supported Electronic Text. The research investigated the use of an online vocabulary support tool, Visual Thesaurus, for middle school students with and without disabilities. Data were collected from 10 eighth grade inclusive classrooms using a randomized control trial to compare the impact of Visual Thesaurus and Merriam-Webster OnLine on vocabulary and content knowledge from two social studies textbook chapters. Data analysis revealed significant posttest gains for students in both conditions, but no significant difference between the two treatments. Discussion focuses on the need for online vocabulary support tools to align with student needs and teacher expectations.
Using a Sonified Topographic Approach to Communicate Spatial Information to People with Visual Impairments
Authors: Thebpanya Paporn
Published: December 2015

This study implemented tactile interfaces with audio representations to convey spatial information on topographic maps. Two sound variables, pitch and duration, were incorporated with contour lines to represent various aspects of topographic features such as elevation, slope, profile, and landform. The effect of one sound variable (pitch) vs. a combination of two sound variables (pitch and duration) on topographic map interpretation was evaluated. Participants explored the tutorial through the iFeel mouse and answered a series of map quiz questions afterward. The results indicated that this approach provided a multisensory access to information, thus allowing them to explore and correctly answer questions pertaining to aspects of topographic maps. However, using one or two sound variables had almost the same effect in the slope, profile, and landform determination.
Assistive and Educational Technology Standards and Teacher Competencies in Relation to Evidence-Based Practice: Identification and Classification of the Literature
Authors: Dalton Elizabeth M. , Roush Susan E.
Published: December 2015

The federal No Child Left Behind Act mandates the application of the principles of evidence-based practice (EBP) in U.S. education. The purpose of this study was to identify available assistive technology (AT) and educational technology (ET) literature that relates to standards and teacher competencies, and to categorize that literature in relation to Sweeney's (1999) definition of standards and Davies' (1999) EBP hierarchy. Literature was identified through subject index searching, browsing, footnote chasing, and consultation. Content analysis was conducted on 110 documents from years 1995–2009 that met inclusion criteria. The majority of literature is based upon expert opinion evidence, which is not highly rigorous. The most rigorous evidence identified came from survey and correlation descriptive studies; a complete lack of experimental evidence was noted. AT and ET are in the beginning stages of implementing EBP in the area of teacher standards and competencies. Advancing AT and ET practice through evidence is critical for moving the field forward scientifically and for ensuring accountability.
Using Technology to Support STEM Reading
Authors: Schneps Matthew H. , O'Keeffe Jamie K. , Heffner-Wong Amanda , Sonnert Gerhard
Published: December 2015

Tasks in science, technology, engineering, and mathematics (STEM) are unusually varied because they target phenomena occurring in diverse domains and call upon a wide range of abilities to perform them. The fact that STEM tasks cover such a broad spectrum of abilities makes these fields uncharacteristically inclusive: Individuals with disabilities may perform well in STEM even if they face impairments in other academic domains. Despite this fact, people with executive function disorders face numerous challenges carrying out functions critically important for STEM, which often preclude the unique contributions that they could potentially make to these fields. For people with dyslexia, reading is an obvious challenge. In a typical college-level chemistry course, for example, students are assigned texts containing close to 1,000 pages, calling for the mastery of more than 300 specialized terms. Reading STEM content can be especially challenging because the text cannot be glossed over, but instead must be read closely, with attention to detail. Here, we describe how a technique we call Span-Limiting Tactile Reinforcement (SLTR) can help students with reading disabilities manage attention and working memory demands typically invoked in the close reading of text. SLTR facilitates close reading by reformatting the text into a single newsprint-like column with only a few words per line. The column of text is presented through a masking window in which the text is advanced manually as it is read. We implemented SLTR using STEM content on the Apple iPhone/iPod Touch and carried out experiments with eight college students with dyslexia and eight typical readers. Here, we present findings demonstrating the potential of this approach.
Applying Technology to Enhance STEM Achievement for Students with Disabilities: The Blending Assessment with Instruction Program
Authors: Meyen Edward L. , Greer Diana L.
Published: December 2015

This article discusses the theoretical framework, instructional design, formative assessment results, capacity for national distribution, and generalization of the Blending Assessment with Instruction Program (BAIP) model to other content areas such as science. The BAIP, developed and validated at the University of Kansas, employs technology to align instruction in mathematics with National Council of Teachers in Mathematics Standards. BAIP consists of three sets of Web-based resources that are available 24/7 for students and teachers in grades three through high school. Resources include 276 self-contained mathematic lessons structured around five frameworks (i.e., contextual, teaching, lesson, application, and extension); 417 independent online tutorials that provide immediate feedback to students; and a data reporting system that provides teachers with immediate feedback on student performance to facilitate instructional decision making. The materials are suitable for all learners, with particular emphasis on students with disabilities. Two years of field testing have been completed.
A Research Synthesis of the Literature on Multimedia Anchored Instruction in Preservice Teacher Education
Authors: Thomas Cathy Newman , Rieth Herbert J.
Published: December 2015

More than 20 years have passed since the Cognition and Technology Group at Vanderbilt University first conceptualized and began to explore how to effectively operationalize cognitive learning theory in applied instructional settings, innovatively infusing their model with emerging technologies. Yet, to date a comprehensive review of findings on the multimedia anchored instruction (MAI) model has not been conducted. This synthesis of the literature isolates a small segment of that literature: intervention studies in which MAI was implemented with preservice teachers to increase knowledge, support revisions of beliefs discordant with effective teaching practice, develop skills, and foster transfer. Findings revealed that MAI is an effective service delivery model for meeting these preservice teacher education goals.
Teaching Functional Use of an iPod-Based Speech-Generating Device to Individuals with Developmental Disabilities
Authors: van der Meer Larah , Kagohara Debora , Achmadi Donna , Green Vanessa A. , Herrington Christina , Sigafoos Jeff , O'Reilly Mark F. , Lancioni Giulio E. , Lang Russell , Rispoli Mandy
Published: December 2015

Anecdotal reports suggest that individuals with developmental disabilities who lack speech may be enabled to communicate through the use of a new iPod-based communication device. However, there appear to be limited empirical data demonstrating successful use of this new device by such individuals. This study was designed to provide empirical evidence on acquisition and functional use of an iPod-based communication device. Three individuals with developmental disabilities participated in baseline, acquisition-training, post-training, and follow-up phases that were staggered in a multiple-probe across participants design. Acquisition-training focused on teaching participants to request snacks, or snacks and toys, by selecting graphic symbols on an iPod Touch® with Proloquo2Go™ software. Graduated guidance, time delay, and differential reinforcement procedures were successful in teaching functional use of the iPod-based system to two of the three participants. These preliminary results support the use of this new iPod-based communication system for some individuals with developmental disabilities.
The Use of Instructional Technology in Direct Vocabulary Instruction
Authors: Stoner Julia B. , Beck Ann R. , Dennis Marcia , Parette Howard P.
Published: December 2015

A bivalent counterbalanced within-subjects research design was used to determine the effectiveness of vocabulary instruction across two instructional conditions with 30 3 to 4-year-old at-risk preschool children. Instruction presented vocabulary words via static pictures with one subgroup and via projection and animation with the other. Conditions then were reversed. Dependent variables were children's serial free recall ability in specified categories and ability to name aloud selected pictures. There was a pretest, instructional, and posttest phase for each condition. Maintenance data were collected 12 weeks after the last posttest session. Results indicated no difference between conditions. Posttest and maintenance data indicated an increase in serial free recall and picture naming of targeted vocabulary that was maintained above the pretest level for all dependent variables.
Speaking Math — A Voice Input, Speech Output Calculator for Students with Visual Impairments
Authors: Bouck Emily C. , Flanagan Sara , Joshi Gauri S. , Sheikh Waseem , Schleppenbach Dave
Published: December 2015

This project explored a newly developed computer-based voice input, speech output (VISO) calculator. Three high school students with visual impairments educated at a state school for the blind and visually impaired participated in the study. The time they took to complete assessments and the average number of attempts per problem were recorded when they used the VISO calculator and their typical individualized method of calculation. The results indicated that the time to complete assessments and the average number of attempts per problem decreased as the students continued to use the VISO calculator. Students reported positive perceptions of the calculator, particularly noting the independence it provided as compared to their typical means of calculation. Implications for practice, limitations of the study, and future research directions are discussed.
An Examination of Hand-Held Computer-Assisted Instruction on Subtraction Skills for Second Grade Students with Learning and Behavioral Disabilities
Authors: Nordness Philip D. , Haverkost Ann , Volberding Annette
Published: December 2015

The effect of a mathematic flashcard application on a hand-held computing device was examined across three individual second grade students with learning and behavioral disabilities. All of the students improved their subtraction scores by an average of 17% as measured by the district-created, curriculum-based assessment. The results of this study suggest that practice on a mobile computing device with a mathematic flashcard application can improve subtraction skills in second grade students with disabilities.
Technology-Based Practice to Teach Preservice Teachers to Assess Oral Reading Fluency
Authors: Newman-Thomas Cathy , Smith Cindy Ann , Zhao Xinting , Kethley Caroline I. , Rieth Herbert J. , Swanson Elizabeth A. , Heo Yusung
Published: December 2015

Technology is used widely in teacher education for a variety of purposes, including skill development. Recent research on technology in teacher education is investigating the potential of technology to provide high-quality learning experiences that include authentic practice outside of class time to increase the efficiency of teacher education goals. This study investigated the feasibility and utility of technology to teach preservice teachers to accurately assess oral reading fluency (ORF), an important skill for monitoring growth in reading. In this study, in-class practice with peers was compared to web-based audio and video practice conditions. All groups (N = 18) made significant improvements on a test of knowledge about reading fluency and for skills in their accuracy in scoring ORF probes. On a measure of self-efficacy for teaching and assessing ORF, unlike their peers in the audio and video conditions who made statistically significant change, the in-class practice group did not become more confident following instruction. However, they made similar gains in skills and knowledge, suggesting that technology-based practice conditions may be a more effective method for increasing self-efficacy. This study has implications for teacher education practice, supporting the use of technology to deliver effective skills practice for developing accuracy in scoring ORF, a common curriculum-based measure of reading competency.
Assistive Technology and Support Provision for Individuals with Intellectual and Developmental Disabilities: Introduction to the Topical Issue
Authors: Bryant Brian R.
Published: December 2015

This introduction to the topical issue on assistive technology (AT) and support needs for individuals with intellectual and/or developmental disability begins with a rationale for AT use and continues with a brief discussion of the shift from a deficit to a support provision focus in intellectual and/or developmental disability (I/DD). The Supports Intensity Scale ( SIS; Thompson et al., 2004), a measure designed specifically to assess support needs also is introduced, along with an overview of each contributing article.
Support Needs of Adults with Intellectual Disability across Domains: The Role of Technology
Authors: Wehmeyer Michael L. , Tassé Marc J. , Davies Daniel K. , Stock Stephen
Published: December 2015

People with and without disabilities value the goals of greater control and self-determination, participation in their school or community, and enhanced social inclusion. Technology is an important support in achieving these goals. In this article we examine the intensity of the support needs of persons with intellectual disability (ID), as measured by the Supports Intensity Scale, by severity of their intellectual deficit. We also examine the level of support needs of individuals with co-occurring autism, mental health problems, and physical limitations. We compare the profiles of persons with ID and particular concomitant conditions and discuss the implications of these findings for the use of technology to address the support needs of people with intellectual disability.
Individuals with Intellectual and/or Developmental Disabilities Use of Assistive Technology Devices in Support Provision
Authors: Bryant Brian R. , Seok Soonwha , Ok Minwook , Bryant Diane Pedrotty
Published: December 2015

During a four-year period, from 1988–1992, two significant events occurred that greatly influenced assistive technology (AT) and intellectual disability: the passage by Congress of the Technology-Related Assistance for Individuals with Disabilities Act of 1988 and publication by the American Association on Intellectual and Development Disabilities (AAIDD) of Mental Retardation: Definition, Classification, and Systems of Supports (Luckasson et al. 1992), which emphasized the importance of support provision. In the years since, the two (AT and support provision) have been aligned closely. The support provision led to the development of the Supports Intensity Scale ( SIS; Thompson et al., 2004), which includes seven areas of support that pertain to specific AT devices. This article reports the results of survey research that involved 158 respondents—service providers who identified AT devices used by their clients with intellectual and/or developmental disabilities (I/DD) to support activities in the seven SIS areas. Findings showed that clients were using 201 assistive devices. The results also revealed that the majority of clients do not use AT devices as supports in the areas surveyed.
Impact of a Braille-Note on Writing: Evaluating the Process, Quality, and Attitudes of Three Students Who are Visually Impaired
Authors: Kamei-Hannan Cheryl , Lawson Holly
Published: December 2015

Educators of students with visual impairments have long advocated that children who read and write in braille benefit from access to and use of a braille note-taker (BNT) with refreshable braille display. However, little research exists that evaluates whether using a BNT impacts literacy. In this single-subject study, authors investigated if using a Perkins Braille Writer (PBW) versus a BNT would affect students' engagement during the writing process, the quality of their writing samples, and their attitudes toward writing. Participants were three middle school students who used braille as their primary literacy medium and who participated in a BNT intervention. Students were video recorded writing on either the PBW or BNT. Videotapes were later analyzed for the length of time each student engaged in writing and the frequency with which they reflected and corrected text. As compared to using a PBW, students wrote for longer periods of time using a BNT. A visual analysis of data showed that during writing, participants reflected and corrected more often when using the BNT as compared with the PBW. Writing samples were evaluated using a seven-trait writing rubric. All participants improved in writing on at least five of seven traits when using the BNT, as compared with using the PBW. Finally, interviews with students showed that their overall attitudes toward writing did not change even though their attitudes toward technology were positive.
Using an iTouch to Teach Core Curriculum Words and Definitions: Efficacy and Social Validity
Authors: Jameson J. Matt , Thompson Victoria , Manuele Greg , Smith Diane , Egan Hannah , Moore Tiffany
Published: December 2015

Media scholars have long recognized the interaction between the medium that conveys the information and the information that is conveyed. This study examined the relative impact of different low- and high-tech instructional mediums (e.g., flashcards and the iTouch) on the acquisition of general education content-referenced sight words and definitions by students with significant cognitive disabilities. Results indicated that most of the students (three of the four students in the study) preferred high-tech instructional mediums during preference assessments prior to instruction. There was an increase in the tolerance for massed trials for preferred instructional mediums, but it was not meaningful. In spite of these data, there was minimal difference in the rates of skill acquisition or the social validity of the instructional mediums.
Supporting Professional Development in Special Education with Web-Based Professional Learning Communities: New Possibilities with Web 2.0
Authors: Hardman Elizabeth L.
Published: December 2015

This article describes the challenges in organizing professional learning communities (PLCs) in special education, identifies the teacher and student benefits of using a PLC approach to professional development, and discusses the promise and pitfalls of organizing web-based PLCs to engage distributed stakeholders in the practice of special education. The author used two Web 2.0 applications, a wiki and a Ning, to provide the infrastructure and support community-building efforts. Although the PLC membership has grown to about 200 members during the past four years, data collected via Web 2.0 show that most of the members participate as observers only, relying almost entirely on the network administrator to direct and manage all facets of community work. The development of web-based PLCs to support the practice of special education may be dependent upon the building of school-based leadership in addition to the meaningful participation of school administrators and teacher educators in community work.
Effects of Video Modeling and Verbal Prompting on Social Skills Embedded within a Purchasing Activity for Students with Autism
Authors: Yakubova Gulnoza , Taber-Doughty Teresa
Published: December 2015

Three junior high school students with autism were taught to engage in a series of social skills through the use of video modeling and verbal prompting as they engaged in purchasing activities in two grocery stores. A multiple baseline across students design was used to demonstrate the effectiveness of video modeling with verbal prompting on social skill acquisition within a purchasing task. Students watched the video modeling clip once during each intervention session for three weeks and demonstrated increased use of target skills in a grocery store. For generalization, skills were assessed in a second grocery store over three sessions for two weeks. Results indicated one student was successful in acquiring and generalizing social skills to a second untrained setting while two students demonstrated variable results.
Digital Note Taking: The Use of Electronic Pens with Students with Specific Learning Disabilities
Authors: Belson Sarah Irvine , Hartmann Daniel , Sherman Jennifer
Published: December 2015

This article describes a study of the use of a digital note-taking technology with high school students with specific learning disabilities. The goal of the project was to understand the degree to which this intervention has the potential to support students' note-taking skills, promote retention of material, and reduce cognitive effort during note taking. The authors offer recommendations for ways in which existing features and uses of this technology can be improved and enhanced. The findings of this research suggest that the use of digital pens can increase the quality of student notes and note-taking strategies. Based on this pilot study, the pens are recommended for use in particular types of course activities for students with language-based learning disabilities.
Multimodal Composing in Special Education: A Review of the Literature
Authors: Bruce David , Di Cesare Dane Marco , Kaczorowski Tara , Hashey Andrew , Boyd Emily Hoeh , Mixon Toni , Sullivan Melissa
Published: December 2015

Focus on multimodal learning, especially composition, is increasing in K–12 classrooms, particularly among those whose populations are struggling academically. This shift toward multimodal learning also is evident in special education classrooms. This review explored multimodality and its impact on the composition practices of students with disabilities. Eleven empirical studies discussing research designs, research questions, and various sample characteristics were included. Themes from the findings and implications included the role of technology in instruction, its use in providing scaffolds, and its impact on student success. Additionally, several nonempirical articles advocating the use of multimodal composition were addressed. This review concludes with implications for teachers and researchers, focusing on the benefits of multimodal composition, particularly the underexplored area of digital video (DV) composition, for students with disabilities.
Online Learning for Early Intervention Professionals: Transition Planning from Early Intervention to School
Authors: Morrison Leslie , Fleming Richard , Gray Cheryl , Fleming Cindy , Hamad Charles
Published: December 2015

Most states in the U.S. require that early intervention (EI) providers receive ongoing professional education and training. Unfortunately, few education and training programs exist for busy professionals who find it difficult to travel to attend traditional face-to-face classes. An alternative to traditional education is Internet-based online learning. This article describes the development and evaluation of an online learning course entitled Transition Planning from Early Intervention to School. Designed for professionals who provide EI services to children with developmental disabilities and their families, the course is available anytime, anywhere and is fully self-contained, which means it does not rely on an instructor for course delivery. Thirty EI professionals completed a field evaluation of the course in which they completed three modules on topics related to transition planning in EI. Learning was assessed through changes in pretest to posttest scores. Course satisfaction and usability were assessed using a Likert-type survey. Participants increased their pretest to posttest scores by an average of 43% and reported moderate to high overall satisfaction.
Using a Mobile App to Teach Individuals with Intellectual Disabilities to Identify Potential Food Allergens
Authors: McMahon Don D. , Cihak David F. , Gibbons Melinda M. , Fussell Liz , Mathison Sarah
Published: December 2015

The purpose of this study was to examine the effects of using augmented reality applications to identify potential food allergens. Seven individuals with intellectual disabilities participated. Participants were shown how to use a mobile device equipped with the Red Laser application to identify potential food allergens. Results indicated a functional relation. All participants readily identified possible food allergens using augmented reality and maintained the skill six weeks later. Conclusions are discussed in the context of using augmented reality applications to increase independent living skills for individuals with intellectual disabilities.
Integrating the iPad into Language Arts Instruction for Students with Disabilities: Engagement and Perspectives
Authors: Cumming Therese M. , Rodriguez Cathi Draper
Published: December 2015

This preliminary mixed method single subject and qualitative interview study explored the incorporation of iPad tablets into the language arts lessons of four elementary school students with language-based disabilities. Using the iPad increased the student's academic engagement, which was measured by monitoring the number of prompts required to keep the students on task. Teacher and student interviews revealed high levels of satisfaction with using the iPad for language arts instruction. These findings confirmed findings from earlier studies that focused on mobile technology and communication. Limitations of the study and future research suggestions are discussed.
Predicting Interventionists' Intention to Use Video Self-Modeling: An Investigation of the Intervention Technology Acceptance Model
Authors: Heckman Andrew R. , Town Boys , Cummings Jack A. , Bellini Scott
Published: December 2015

Technology provides educators with significant advantages in working with today's students. Video self-modeling (VSM) is an evidence-based intervention requiring the use of technology that has been successfully used to address problems that children experience in schools. The present study tested a model of predicting educators' use of technology-based treatments by accounting for perceived usefulness, perceived ease of use, and treatment acceptability. Eighty-one interventionists completed a survey designed to measure perceptions of VSM. A factor analysis supported a three-factor model for the data (i.e., usefulness, ease of use, and treatment acceptability). A sequential multiple regression indicated that a significant portion of interventionists' intention to use VSM can be accounted for by perceptions concerning the usefulness of digital camcorders, the ease of using digital camcorders, and the acceptability of the treatment. Each independent variable accounted for a significant portion of interventionists' intention to use VSM. Professional development sessions intended to improve intentions to use technology-based treatments such as VSM should specifically target technology variables (i.e., usefulness and ease of use) along with treatment acceptability.
Using Universal Design for Learning in Synchronous Online Instruction
Authors: Coy Kimberly , Marino Matthew T. , Serianni Barbara
Published: December 2015

Evidence suggests that students with disabilities increasingly choose to participate in online courses at higher rates then other student populations. Research examining factors that influence the success of these students is inconclusive. This article addresses a national need for additional research by identifying challenges faced by special education teachers and students with learning disabilities in online environments; describing extant literature related to online learning and students with disabilities; and summarizing findings from a recent study that examined Universal Design for Learning (UDL) during synchronous lessons. The article concludes with interviews with leaders in virtual schools who bring to light the challenges and concerns facing the industry. Implications for professional development activities also are discussed.
Initial Experiences Using Vibratory Touchscreens to Display Graphical Math Concepts to Students with Visual Impairments
Authors: Gorlewicz Jenna L. , Burgner Jessica , Withrow Thomas J. , Webster Robert J.
Published: December 2015

This article presents initial experiences using vibratory touchscreens and audible sounds to communicate graphical concepts in mathematics education to students with visual impairments. These studies are motivated by the prospect of displaying graphical and mathematical concepts typically taught in a highly visual manner through nonvisual channels. First, a touchscreen-based teaching paradigm for math education of individuals with visual impairments is introduced and hardware and software employing commercially available and open source components are presented. Then, pilot studies on user comprehension of grids and points—graphical entities students encounter early in K–12 mathematics education and that can serve as building blocks for more complex lessons—are presented. These studies, conducted with students with visual impairments, explore perception of objects through haptic feedback alone, auditory feedback alone, and combinations of the two. The results show that each student could successfully find and locate 100% of displayed points on a grid. These results, complemented with the positive qualitative feedback received from students and their teachers, suggest that vibratory touchscreens have the potential to be beneficial in the classroom for conveying graphical math concepts.
The Apple iPad as Assistive Technology for Story-Based Interventions
Authors: Flores Margaret M. , Hill Doris A. , Faciane Lacey B. , Edwards Melissa A. , Tapley Sara Catherine , Dowling Sarah J.
Published: December 2015

Literacy-based behavioral interventions expand the work of Gray (2004) to enhance social understanding and change the behavior of individuals with autism spectrum disorder and other developmental disabilities. In addition, visually based assistive technologies (e.g., Picture Exchange Communication System®/picture schedules) have been used to foster communication, provide structure, and change behavior for these same individuals. This study explores the use of the Apple iPad2 as an assistive technology device to deliver literacy-based behavioral interventions and Social Stories™ to students ages 3–11 with autism spectrum disorder enrolled in an extended school year program. Adaptations, strategies for making video Social Stories, and other suggestions for teachers who use this technology also are discussed.
iPad® or iPod Touch®: Evaluating Self-Created Electronic Photographic Activity Schedules and Student Preferences
Authors: Douglas Karen H. , Uphold Nicole M.
Published: December 2015

Five secondary students with intellectual disability (ID) participated in a withdrawal design (A-B-A-B) study evaluating the effectiveness of a self-created electronic photographic activity schedule (ePAS). After learning to take photos of various activities using an iPod touch® or iPad®, students learned to use the First Then Visual Schedule application to self-manage task directives. The dependent variables included the percentage of tasks independently and correctly completed and the percentage of steps correctly completed when programming the device. Generalization data were collected in a different setting with different tasks and then using a second device. This study replicated Duttlinger, Ayres, Bevill-Davis, and Douglas (2013), which examined using a paper-based PAS. All five students learned to create and use their own ePAS within 7–12 instructional sessions and generalized their skills to a different setting and device. This research supports teaching students self-management skills that not only increase their independence in completing tasks but also decrease their reliance on others to provide self-management supports.
Supporting Speech Generating Device Use in the Classroom. Part Two: Student Communication Outcomes
Authors: McMillan Julie M. , Renzaglia Adelle
Published: December 2015

This two-part study investigated the effects of a multiphase teacher professional development package on student speech-generating augmentative and alternative communication device (SGD) use. In Part 1, teachers were taught (a) device operation and programming, (b) device integration and embedding, and (c) systematic communication instruction using time delay. The teacher professional learning intervention and the effect on teacher performance were discussed in detail. Part 2 of the study demonstrated the effect of teacher performance on student learning outcomes. This study demonstrated that there was no effect on student SGD use during teacher learning Phase 1 (device operation). However, all students showed substantial increases in SGD initiations during teacher learning Phase 2 (integration and embedding), and SGD initiations remained at high levels through teacher learning Phase 3 (systematic communication instruction). SGD initiations increased further for students with the most significant disabilities during teacher learning Phase 3. Overall, minimal effects were found for student SGD responses. This study has implications for service provision to students who use SGDs and/or other assistive technology (AT) in the classroom. It highlights the need to measure student outcomes when implementing professional learning for teachers or developing service provision models involving teachers in client classrooms. Student outcomes will determine the efficacy of such inservice and support and will assist in determining the types of professional learning practices that are likely to achieve desired student outcomes.
Designing for Learning in a Three-Dimensional Virtual Learning Environment: A Design-Based Research Approach
Authors: Schmidt Matthew M.
Published: December 2015

This article reports the design, implementation, and results of a longitudinal design-based research effort that seeks to promote meaningful learning in a three-dimensional virtual learning environment (VLE). Since 2008, a multidisciplinary team has been designing, developing, and testing a 3D VLE called iSocial for helping youth with autism spectrum disorders (ASD) acquire social competencies. In this article, we report our iterative approach to designing the 3D VLE to promote engaging, realistic social interaction over three separate design and testing cycles. The design narrative focuses on iterations to the design of learning activities and learner supports. Evaluation data from the three testing cycles illustrate a constantly improving instructional approach that is meeting the project objectives of participants acquiring social competencies in the virtual medium that can ultimately be applied in the real world.
Developing an App Evaluation Rubric for Practitioners in Special Education
Authors: Weng Pei-Lin
Published: December 2015

In recent years, the use of iPads® and their applications (apps) in special education has increased with little empirical evidence to support their use by students with disabilities. Educators need a system to select appropriate apps for their students and to provide suggestions to parents who express interest in educational apps. This study sought to test the user friendliness of a prototype rubric designed for screening/evaluating iPad apps intended for educational use by students with disabilities. Eight school practitioners participated in a test to evaluate the usability of a prototype app rubric. A total of nine commercially available iPad apps designed for students with disabilities were evaluated. The usability test showed the rubric was a useful instrument in supporting app selection. Practitioner concerns and recommendations were taken into consideration for improving the functionality of the evaluation rubric for educational iPad apps.
Modeling and Attention of Mentally Retarded, Learning Disabled, and Normal Boys
Authors: Mercer Cecil D.
Published: December 2015

Fifteen mentally retarded, 15 learning disabled, and 15 normal boys were equated on mental age and individually administered the Hagen Central-Incidental Task and presented a modeling tape for imitation. The results of this study suggest that mentally retarded children exhibit attention deficits when compared to MA-equivalent normals. The performances on attention tasks of the learning disabled children did not differ at the .05 level from the performances of the MA-equivalent normals. However, the mentally retarded and learning disabled children learned via observation as well as MA-equivalent normals. Central and incidental attention scores of the entire sample (N = 45) were significantly (p< .05) correlated to modeling scores. The findings of this study are compared with other investigations concerned with either attentional processes or observational learning characteristics of mentally retarded or learning disabled children.
Formative Evaluation of Academic Tool Teaching Packages with Student Peers
Authors: Reavis H. Kenton , Rice John M.
Published: December 2015

Twenty students with teacher identified deficits in math or reading skills were selected to receive teaching packages for up to ten minutes each day for four weeks. Results indicate that peer teachers using one of thirty teaching packages were effective in increasing the performance rates on skills being tutored with minimal time commitment on the part of the teacher. These skill gains are also consistent with controlledstudies showing similiar skill increases by parents as teachers using the teaching packages. This offers teachers other effective time and teaching strategies for meeting student instructional objectives for proficiency in basic tool skills.
It Figures: A Program to Teach Calculator Skills to the Mildly Handicapped
Authors: Gallery Michael E. , Rickert Devoe C.
Published: December 2015

Consumer math skills are a critical prerequisite to independent functioning. Mildly handicapped students are often hampered in developing consumer math skills as a result of their characteristically poor computational performance. This paper describes an attempt to assist mildly handicapped students in overcoming their math deficits through the use of a pocket calculator. A research and development model was used to develop and validate an instructional package on calculator skills. Data are provided on 50 students involved in the formative and summative phases of the package development
The Evolution of a Non-Categorical Competency-Based Special Education Methods Course
Authors: Nelson C. Michael , Berdine William H. , Moyer John. R.
Published: December 2015

Research on competency-based teacher education has concentrated upon the dimension of performance evaluation. Although the question of whether or not trainees are proficient in the skills taught is critical, student evaluation of training components may be even more important in guiding short-term training program management The present study traces the development of a special education methods course, showing the relationship of course changes to formative evaluation via systematic student input.
The Teacher Therapist: Teaching Parents to Help Their Children through Systematic Contingency Management
Authors: Allen K. Eileen
Published: December 2015

Preschool teachers frequently are cast in the role of parent counsellors. This can be a suitable role if teachers will avoid a pseudo-psychoanalytic approach and focus instead on the actual behaviors manifest by the parents and the children. Such focus by teachers can lead to training parents how to keep objective records upon which systematic home management programs can be based Three such cases are described. One concerns a child who procrastinated lengthily over dressing herself; the second, an exceedingly non-compliant child; and the third, a child with frequent bed wetting episodes. In each instance the parent was taught systematic procedures which alleviated the problem.
A Study of Relationships between Instructional Planning and Pupil Behavior
Authors: Burney James D. , Shores Richard E.
Published: December 2015

This study was designed to investigate the relationship between teacher use of a data-based instructional planning technique, teacher-pupil instructional interaction patterns, and pupil performance on a mathematics-learning task. A multiple-baseline design was utilized to evaluate changes in teacher and pupil behavior. Results indicated that maximum acceleration of pupil performance resulted from implementation of the results of the data-based planning technique, along with a shift from emphasis on teacher antecedent to teacher consequent events in the instructional interaction process.
Diversifying the Health-Care Workforce Begins at the Pipeline: A 5-Year Synthesis of Processes and Outputs of the Scholarships for Disadvantaged Students Program
Authors: Camacho Alex , Zangaro George , White Kathleen M.
Published: December 2015

The case for a more diverse health-care workforce has never been stronger given the rapidly changing demographics of the United States and the continued underrepresentation of certain racial and ethnic groups across the health professions. To date, progress toward diversifying the health-care workforce has been and continues to be deterred by a mix of factors at the societal, institutional, and individual levels. Since the 1970s, the Federal government has invested resources in initiatives that support the training and development of the existing workforce as well increase the supply of new health professionals—particularly those from underrepresented minority groups and/or from disadvantaged backgrounds. However, limited studies have been published detailing the processes, outputs and, where available, outcomes of such investments across multiple years. This article describes how the Health Resources and Services Administration’s Bureau of Health Workforce used retrospective case study methodology to evaluate processes and outputs associated with the Scholarships for Disadvantaged Students program—an over US$40 million annual Federal investment aimed at offsetting tuition costs for health professions students from disadvantaged backgrounds—over a 5-year period. Lessons learned and recommendations for strengthening the program’s design and requirements are provided.
Conflict Between Ethnolinguistic Groups
Authors: Belavadi Sucharita , Hogg Michael A.
Published: December 2015

Ethnolinguistic competition in India was chosen to examine how group member uncertainty affects evaluations of deviant in-group members. Participants ( N = 155) from Bengaluru completed ethnolinguistic vitality and identification measures, were primed with high/low uncertainty, heard an antinorm (linguistically close to competing out-group) or a pronorm speaker (linguistically removed from competing out-group). High ethnolinguistic identifiers who perceived high vitality preferred pronorm to antinorm speakers under low but not high uncertainty. Uncertainty’s implications for intragroup relations within troubled intergroup relations are discussed.
Integers, integrants and normative vectors: The limitations of environmental policy integration under neoliberalism
Authors: Humphreys David
Published: December 2015

Policy integration is a processes by which a particular policy, and the objectives, principles and values on which it is based, is intentionally integrated into a whole – a broader and more holistic set of policies – where the former did not previously exist. We may call this whole the integer, a term used in mathematics for a whole number. The integer denotes the broader set of policies of a polity or political system and the set of instruments used to promote and implement these policies. We may call that which is to be integrated the integrant, a term used to denote a part of a whole. The integrant may be defined as a particular policy and the set of instruments used to promote and implement that policy which, it is intended, should be integrated into an integer. So environmental policy integration is a policy process to integrate a stipulated integrant (an environmental policy) throughout an integer (a broader set of policies). Environmental policy integration is first and foremost a normative enterprise that seeks to shift the normative vector (the overall normative ‘pull’) of the integer on to a more sustainable basis. However, the extent to which environmental policy integration can be successful in doing this is limited when integrants are shaped and influenced ab initio by the principles and values of the integer. The paper argues that contemporary environmental policies are dominated primarily by neoliberal principles. The result is that while environmental policy integration has achieved some limited successes it is an essentially reformist approach that takes as its point of departure mainstream policies that routinely degrade the environment.