Color-Coding Print versus Digital Technology to Teach Functional Community Knowledge to Rural Students with Autism and Complex Communication Needs
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| Title: | Color-Coding Print versus Digital Technology to Teach Functional Community Knowledge to Rural Students with Autism and Complex Communication Needs |
|---|---|
| Language: | English |
| Authors: | Robertson, Colleen E., Spooner, Fr (ORCID |
| Source: | Rural Special Education Quarterly. Dec 2021 40(4):180-190. |
| 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: | 11 |
| Publication Date: | 2021 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | High Schools Secondary Education |
| Descriptors: | Rural Schools, Autism, Pervasive Developmental Disorders, Communication Skills, High School Students, Intellectual Disability, Comorbidity, Poverty, Educational Technology, Technology Uses in Education, Teaching Methods, Conventional Instruction, Printed Materials, Instructional Effectiveness, Visual Aids, Color, Health, Safety, Independent Living |
| DOI: | 10.1177/87568705211032378 |
| ISSN: | 8756-8705 |
| Abstract: | Post-school outcomes in the areas of health, safety, and independent living are poor among students with complex communication needs and autism spectrum disorder, particularly for those in rural areas. This study examined the comparative effects of print versus digital technology instruction on participants' cumulative accuracy of answering Wh- (who, what, where, and when) functional community knowledge comprehension questions during print and digital technology instructional sessions, with four high school-age students with moderate to severe intellectual disabilities and autism. Using a single-case research, alternating treatments design, the researchers provided instruction to the participants through a model-lead-test procedure with shared reading, color-coded vocabulary words, and adapted stories following a Fitzgerald Key Format, using print and digital technology instructional conditions. All participants made gains across conditions. Contributions to the research literature, limitations of the study, recommendations for future research, and implications for practice are discussed. |
| Abstractor: | As Provided |
| Entry Date: | 2022 |
| Accession Number: | EJ1321653 |
| Database: | ERIC |
| Abstract: | Post-school outcomes in the areas of health, safety, and independent living are poor among students with complex communication needs and autism spectrum disorder, particularly for those in rural areas. This study examined the comparative effects of print versus digital technology instruction on participants' cumulative accuracy of answering Wh- (who, what, where, and when) functional community knowledge comprehension questions during print and digital technology instructional sessions, with four high school-age students with moderate to severe intellectual disabilities and autism. Using a single-case research, alternating treatments design, the researchers provided instruction to the participants through a model-lead-test procedure with shared reading, color-coded vocabulary words, and adapted stories following a Fitzgerald Key Format, using print and digital technology instructional conditions. All participants made gains across conditions. Contributions to the research literature, limitations of the study, recommendations for future research, and implications for practice are discussed. |
|---|---|
| ISSN: | 8756-8705 |
| DOI: | 10.1177/87568705211032378 |
