Extending Research on a Computer-Based Flashcard Reading Intervention to Postsecondary Students with Intellectual Disabilities

Autor/inn/en	Cazzell, Samantha; Browarnik, Brooke; Skinner, Amy; Skinner, Christopher; Cihak, David; Ciancio, Dennis; McCurdy, Merilee; Forbes, Bethany
Titel	Extending Research on a Computer-Based Flashcard Reading Intervention to Postsecondary Students with Intellectual Disabilities
Quelle	In: School Psychology Forum, 10 (2016) 2, S.191-206 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1938-2243
Schlagwörter	Reading Comprehension; Intervention; Postsecondary Education; Intellectual Disability; Instructional Materials; School Psychology; School Psychologists; Reading Instruction; Computer Assisted Instruction; College Students; Intelligence Tests; Cognitive Ability; Adjustment (to Environment); Behavior Rating Scales; Special Education; Wechsler Intelligence Scale for Children; Stanford Binet Intelligence Scale; Vineland Adaptive Behavior Scales + Suchen Sie Ihr Suchwort? Leseverstehen; Post-secondary education; Tertiäre Bildung; Intellect; Disability; Disabilities; Verstand; Behinderung; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Schulpsychologie; School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; Leseunterricht; Computer based training; Computerunterstützter Unterricht; Collegestudent; Intelligence test; Intelligenztest; Denkfähigkeit; Special needs education; Sonderpädagogik; Sonderschulwesen
Abstract	A multiple-baseline across-students design was used to evaluate the effects of a computer-based flashcard reading (CFR) intervention, developed using Microsoft PowerPoint software, on students' ability to read health-related words within 3 seconds. The students were three adults with intellectual disabilities enrolled in a postsecondary college education program. Results support the effectiveness of CFR intervention for enhanced word reading in all students with average learning rates ranging from approximately one word acquired per 1.5 minutes of instruction to one word acquired per 2.5 minutes of instruction. Data collected 1 month after intervention procedures ceased showed that maintenance and generalization (i.e., ability to read words embedded within passages) varied across students, which supported previous findings conducted with younger children and easier words. Discussion focuses on directions for future research and applications to postsecondary education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01