Using Computer-Assisted Instruction to Teach Science Vocabulary to Students with Autism Spectrum Disorder and Intellectual Disability
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| Title: | Using Computer-Assisted Instruction to Teach Science Vocabulary to Students with Autism Spectrum Disorder and Intellectual Disability |
|---|---|
| Language: | English |
| Authors: | McKissick, Bethany R., Davis, Luann Ley, Spooner, Fr, Fisher, Larry B., Graves, Carlie |
| Source: | Rural Special Education Quarterly. Dec 2018 37(4):207-218. |
| Availability: | 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 |
| Peer Reviewed: | Y |
| Page Count: | 12 |
| Publication Date: | 2018 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education Middle Schools Secondary Education Junior High Schools |
| Descriptors: | Science Instruction, Vocabulary Development, Teaching Methods, Intellectual Disability, Autism, Rural Education, Special Education, Computer Assisted Instruction, Preservice Teacher Education, Faculty Development, Barriers, Pervasive Developmental Disorders, Intervention, Middle School Students, Instructional Effectiveness, Scientific Concepts, Adults |
| Assessment and Survey Identifiers: | Wechsler Adult Intelligence Scale |
| DOI: | 10.1177/8756870518784270 |
| ISSN: | 8756-8705 |
| Abstract: | Rural special educators face unique challenges in providing high quality special education services, especially when teaching grade-aligned science content. Computer-assisted instruction (CAI) is one strategy that has the potential to address two major challenges (i.e., a lack of preservice training and limited professional development opportunities) in providing grade-aligned content instruction with fidelity. This study investigated the use of a CAI intervention package to teach three middle school students with autism spectrum disorder and intellectual disability the structure and function of five key elements of an amoeba. Results showed a functional relation between the number of correct responses made during probe sessions and introduction of the CAI intervention. Implications for practice and suggestions for future research are also discussed. |
| Abstractor: | As Provided |
| Number of References: | 46 |
| Entry Date: | 2018 |
| Accession Number: | EJ1194647 |
| Database: | ERIC |
| Abstract: | Rural special educators face unique challenges in providing high quality special education services, especially when teaching grade-aligned science content. Computer-assisted instruction (CAI) is one strategy that has the potential to address two major challenges (i.e., a lack of preservice training and limited professional development opportunities) in providing grade-aligned content instruction with fidelity. This study investigated the use of a CAI intervention package to teach three middle school students with autism spectrum disorder and intellectual disability the structure and function of five key elements of an amoeba. Results showed a functional relation between the number of correct responses made during probe sessions and introduction of the CAI intervention. Implications for practice and suggestions for future research are also discussed. |
|---|---|
| ISSN: | 8756-8705 |
| DOI: | 10.1177/8756870518784270 |
