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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
FullText Text:
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  Data: Using Computer-Assisted Instruction to Teach Science Vocabulary to Students with Autism Spectrum Disorder and Intellectual Disability
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  Data: <searchLink fieldCode="AR" term="%22McKissick%2C+Bethany+R%2E%22">McKissick, Bethany R.</searchLink><br /><searchLink fieldCode="AR" term="%22Davis%2C+Luann+Ley%22">Davis, Luann Ley</searchLink><br /><searchLink fieldCode="AR" term="%22Spooner%2C+Fr%22">Spooner, Fr</searchLink><br /><searchLink fieldCode="AR" term="%22Fisher%2C+Larry+B%2E%22">Fisher, Larry B.</searchLink><br /><searchLink fieldCode="AR" term="%22Graves%2C+Carlie%22">Graves, Carlie</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Rural+Special+Education+Quarterly%22"><i>Rural Special Education Quarterly</i></searchLink>. Dec 2018 37(4):207-218.
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  Data: 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
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  Data: 12
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  Data: 10.1177/8756870518784270
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  Data: 8756-8705
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  Label: Abstract
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  Data: 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.
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  Data: 2018
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  Data: EJ1194647
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        Value: 10.1177/8756870518784270
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      – Text: English
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      – SubjectFull: Science Instruction
        Type: general
      – SubjectFull: Vocabulary Development
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      – SubjectFull: Teaching Methods
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      – SubjectFull: Rural Education
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