Using Simultaneous Prompting and Computer-Assisted Instruction to Teach Story Writing to Students with Autism

Autor/inn/en	Pennington, Robert C.; Ault, Melinda Jones; Schuster, John W.; Sanders, Ann
Titel	Using Simultaneous Prompting and Computer-Assisted Instruction to Teach Story Writing to Students with Autism
Quelle	In: Assistive Technology Outcomes and Benefits, 7 (2011) 1, S.24-38 (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1938-727X
Schlagwörter	Prompting; Training; Writing Skills; Teaching Methods; Urban Schools; Writing Instruction; Elementary School Students; Males; Intervention; Special Needs Students; Special Education; Assistive Technology; Educational Technology; Computer Assisted Instruction; Computer Software; Instructional Design; Instructional Effectiveness; Story Telling; Creative Writing; Writing Strategies; Writing Difficulties; Pretests Posttests; Autism; Pervasive Developmental Disorders; Laptop Computers + Suchen Sie Ihr Suchwort? Benutzerführung; Ausbildung; Writing skill; Schreibfertigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Schreibunterricht; Male; Männliches Geschlecht; Sonderpädagogischer Förderbedarf; Special needs education; Sonderpädagogik; Sonderschulwesen; Unterrichtsmedien; Computer based training; Computerunterstützter Unterricht; Lesson concept; Lessonplan; Unterrichtsentwurf; Unterrichtserfolg; Kreatives Schreiben; Schreibtechnik; Schreibstörung; Autismus; Laptop computer; Laptop; Computer; Digitalrechner
Abstract	In the current study, the researchers evaluated the effects of simultaneous prompting and computer-assisted instruction on the story-writing responses of 3 males with autism, 7 to 10 ears of age. Classroom teachers conducted all probe and training sessions. The researchers used a multiple baseline across participants design to evaluate the efficacy of the intervention. In addition, they used pre-posttest measures to assess the generalization of acquired skills across untrained story topics and different response topographies. The data indicated that simultaneous prompting and computer-assisted instruction were effective in improving the story-writing skills of all 3 participants. Two of the participants demonstrated maintenance and generalization of trained responses. (Contains 1 table and 2 figures.) (As Provided).
Anmerkungen	Assistive Technology Industry Association and SEAT Center. Available from: SEAT Center, Special Education, Illinois State University, Campus Box 5910, Normal, IL 61790. Tel: 309-438-7811; Fax: 309-830-0999; e-mail: atob@atia.org; Web site: http://www.atia.org/i4a/pages/index.cfm?pageid=3305
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10