Assessment of Computer-Based Preferences of Students with Profound Multiple Disabilities

Autor/inn/en	Mechling, Linda C.; Bishop, Vanessa A.
Titel	Assessment of Computer-Based Preferences of Students with Profound Multiple Disabilities
Quelle	In: Journal of Special Education, 45 (2011) 1, S.15-27 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4669
DOI	10.1177/0022466909348661
Schlagwörter	Video Technology; Stimuli; Multiple Disabilities; Computers; Program Effectiveness; Instructional Effectiveness; Severe Disabilities; Computer Uses in Education; Assistive Technology; Responses; Computer Software; Story Reading; Educational Technology + Suchen Sie Ihr Suchwort? Anreizsystem; Multiple disability; Mehrfachbehinderung; Digitalrechner; Unterrichtserfolg; Severe disability; Schwerbehinderung; Computernutzung; Unterrichtsmedien
Abstract	This article reports on two studies investigating the use of computer-based stimuli that may then be used to develop activities and programming for students with profound multiple disabilities (PMD). Both studies used an alternating treatments design and systematic assessment strategy to present stimuli sequentially and to measure student responses to the varying computer-based stimuli. Study 1 compared student preferences for computer-based stimuli (individualized video programs and commercially available cause-and-effect software), which were then used in Study 2 to compare student preferences for stimuli presented on a traditional computer-based system and a large interactive whiteboard. Results support use of computer-based stimuli and video-based stimuli that may be used in the development and implementation of educational programs for students with PMD. (Contains 2 figures.) (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10