Effects of Computer-Based Practice on the Acquisition and Maintenance of Basic Academic Skills for Children with Moderate to Intensive Educational Needs

Autor/inn/en	Everhart, Julie M.; Alber-Morgan, Sheila R.; Park, Ju Hee
Titel	Effects of Computer-Based Practice on the Acquisition and Maintenance of Basic Academic Skills for Children with Moderate to Intensive Educational Needs
Quelle	In: Education and Training in Autism and Developmental Disabilities, 46 (2011) 4, S.556-564 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2154-1647
Schlagwörter	Children; Basic Skills; Maintenance; Disabilities; Special Education Teachers; Computer Assisted Instruction; Educational Needs; Computers; Games; Individualized Programs; Phoneme Grapheme Correspondence; Feedback (Response); Word Recognition; Numbers; Identification; Drills (Practice) + Suchen Sie Ihr Suchwort? Child; Kind; Kinder; Basic skill; Grundfertigkeit; Handicap; Behinderung; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Computer based training; Computerunterstützter Unterricht; Educational need; Bildungsbedarf; Digitalrechner; Game; Spiel; Spiele; Individualisierte Ausbildung; Worterkennung; Zahlenraum; Identifikation; Identifizierung
Abstract	This study investigated the effects of computer-based practice on the acquisition and maintenance of basic academic skills for two children with moderate to intensive disabilities. The special education teacher created individualized computer games that enabled the participants to independently practice academic skills that corresponded with their IEP objectives (e.g., letter-sound correspondence, word identification, number identification). The computer games provided discrete learning trials with immediate feedback for each response. A multiple baseline across skills design demonstrated that computer-based practice resulted in the successful acquisition of basic academic skills for both participants. Additionally, both participants maintained at least two mastered skills for two to four weeks. (Contains 2 figures.) (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://daddcec.org/Publications/ETADDJournal.aspx
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10