Efficacy of a Computer-Based Editing Strategy with Postsecondary Students with Intellectual and Developmental Disabilities

Autor/inn/en	Woods-Groves, Suzanne; Hughes, Charles A.; Rodgers, Derek B.; Balint-Langel, Kinga; Alqahtani, Saeed S.; Neil, Katelyn M.; Hinzman, Michelle
Titel	Efficacy of a Computer-Based Editing Strategy with Postsecondary Students with Intellectual and Developmental Disabilities
Quelle	In: Education and Training in Autism and Developmental Disabilities, 55 (2020) 2, S.142-157 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2154-1647
Schlagwörter	Students with Disabilities; Intellectual Disability; Developmental Disabilities; Instructional Effectiveness; Word Processing; Editing; Computer Uses in Education; Error Correction; Cognitive Processes; Young Adults; Spelling; Punctuation; Achievement Tests; Reading Fluency; Revision (Written Composition); Two Year College Students; Mnemonics; Intervention; Writing Strategies; Woodcock Johnson Tests of Achievement; Dynamic Indicators of Basic Early Literacy Skills (DIBELS) + Suchen Sie Ihr Suchwort? Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Intellect; Verstand; Entwicklungsstörung; Unterrichtserfolg; Textverarbeitung; Redaktion; Textbearbeitung; Computernutzung; Korrektur; Cognitive process; Kognitiver Prozess; Young adult; Junger Erwachsener; Schreibweise; Interpunktion; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Mnemotechnik; Schreibtechnik
Abstract	The authors in this study used a pre-posttest experimental design with random assignment to treatment or control group to assess the use of an electronic editing cognitive strategy. The participants were 16 college students with intellectual and developmental disabilities enrolled in a 2-year postsecondary program at a Midwestern institute of higher education. Students who were taught the strategy received eight 50-minute lessons once a week for eight weeks. Each strategy lesson was driven by the strategy mnemonic and incorporated an explicit instruction format with modeling, guided practice with feedback, and independent practice. Strategy instruction included students using desktop PCs and Microsoft Word to identify and correct editing errors in electronic passages. Posttests revealed a significant difference in favor of the treatment group for total editing errors corrected and specific error types corrected for spelling, punctuation, and substance. No significant difference was found for overall appearance and capitalization errors. Two weeks following posttest, a maintenance probe revealed that students in the treatment group corrected a significantly higher number of editing errors than those in the control group. (As Provided).
Anmerkungen	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://www.daddcec.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01