Computer-Based Reading Interventions with a Post-Secondary Student with Intellectual Disability: Self-Determined and Fixed Response Intervals

Autor/inn/en	Wright, Shelby; Ryan, Kyle; Taylor, Kala; Turnbull, Samantha; Skinner, Christopher; Beeson, Tom; Ciancio, Dennis; Billington, Eric
Titel	Computer-Based Reading Interventions with a Post-Secondary Student with Intellectual Disability: Self-Determined and Fixed Response Intervals
Quelle	In: International Journal on Social and Education Sciences, 3 (2021) 3, S.394-409 (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Wright, Shelby) ORCID (Ryan, Kyle) ORCID (Taylor, Kala) ORCID (Turnbull, Samantha) ORCID (Skinner, Christopher) ORCID (Beeson, Tom) ORCID (Ciancio, Dennis) ORCID (Billington, Eric)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2688-7061
Schlagwörter	College Students; Intellectual Disability; Postsecondary Education; Self Determination; Intervention; Teaching Methods; Word Recognition; Sight Vocabulary; Educational Technology; Technology Uses in Education; Instructional Materials; Visual Aids; Reading Instruction; Wechsler Adult Intelligence Scale; Woodcock Johnson Tests of Achievement; Vineland Adaptive Behavior Scales + Suchen Sie Ihr Suchwort? Collegestudent; Intellect; Disability; Disabilities; Verstand; Behinderung; Post-secondary education; Tertiäre Bildung; Selbstbestimmung; Teaching method; Lehrmethode; Unterrichtsmethode; Worterkennung; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Lehrmaterial; Lehrmittel; Anschauungsmaterial; Leseunterricht
Abstract	Working with a post-secondary student with intellectual disability, an adapted alternating treatments design was used to compare sight-word acquisition across three computer-delivered learning trial interventions: one with fixed 5-s response intervals, another with fixed 1-s response intervals, and a third with self-determined intervals. Visual analysis of session-series graphs suggest that all three interventions increased sight-word acquisition with the 5-s and self-determined interventions causing more steady and consistent learning per session than the 1-s intervention. Analysis of the time-series graph suggests that the self-determined intervention caused superior learning rates to the other interventions. From an applied perspective, the self-determined intervention is the most appropriate remedial procedure for this student because it resulted in the most rapid learning. Discussion focuses on the value of making relative-effectiveness decisions based on measures of learning as a function of time spent learning (learning speed) versus measures of learning as a function of sessions or trials. (As Provided).
Anmerkungen	International Society for Technology, Education, and Science. ISTES Organization, Monument, CO 80132. e-mail: istesorganization@gmail.com; e-mail: ijonsesoffice@gmail.com; Web site: https://www.ijonses.net/index.php/ijonses
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01