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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 0000-0001-9640-9959), Wood, Charles L., Pennington, Robert C.
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
FullText Text:
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  Data: Color-Coding Print versus Digital Technology to Teach Functional Community Knowledge to Rural Students with Autism and Complex Communication Needs
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  Data: <searchLink fieldCode="AR" term="%22Robertson%2C+Colleen+E%2E%22">Robertson, Colleen E.</searchLink><br /><searchLink fieldCode="AR" term="%22Spooner%2C+Fr%22">Spooner, Fr</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-9640-9959">0000-0001-9640-9959</externalLink>)<br /><searchLink fieldCode="AR" term="%22Wood%2C+Charles+L%2E%22">Wood, Charles L.</searchLink><br /><searchLink fieldCode="AR" term="%22Pennington%2C+Robert+C%2E%22">Pennington, Robert C.</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Rural+Special+Education+Quarterly%22"><i>Rural Special Education Quarterly</i></searchLink>. Dec 2021 40(4):180-190.
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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: Y
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  Data: 11
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  Data: 2021
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Rural+Schools%22">Rural Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Autism%22">Autism</searchLink><br /><searchLink fieldCode="DE" term="%22Pervasive+Developmental+Disorders%22">Pervasive Developmental Disorders</searchLink><br /><searchLink fieldCode="DE" term="%22Communication+Skills%22">Communication Skills</searchLink><br /><searchLink fieldCode="DE" term="%22High+School+Students%22">High School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Intellectual+Disability%22">Intellectual Disability</searchLink><br /><searchLink fieldCode="DE" term="%22Comorbidity%22">Comorbidity</searchLink><br /><searchLink fieldCode="DE" term="%22Poverty%22">Poverty</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Technology%22">Educational Technology</searchLink><br /><searchLink fieldCode="DE" term="%22Technology+Uses+in+Education%22">Technology Uses in Education</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Conventional+Instruction%22">Conventional Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Printed+Materials%22">Printed Materials</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Effectiveness%22">Instructional Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Visual+Aids%22">Visual Aids</searchLink><br /><searchLink fieldCode="DE" term="%22Color%22">Color</searchLink><br /><searchLink fieldCode="DE" term="%22Health%22">Health</searchLink><br /><searchLink fieldCode="DE" term="%22Safety%22">Safety</searchLink><br /><searchLink fieldCode="DE" term="%22Independent+Living%22">Independent Living</searchLink>
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  Data: 10.1177/87568705211032378
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  Data: 8756-8705
– Name: Abstract
  Label: Abstract
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  Data: 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.
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  Data: As Provided
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  Label: Entry Date
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  Data: 2022
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  Label: Accession Number
  Group: ID
  Data: EJ1321653
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        Value: 10.1177/87568705211032378
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      – Text: English
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        PageCount: 11
        StartPage: 180
    Subjects:
      – SubjectFull: Rural Schools
        Type: general
      – SubjectFull: Autism
        Type: general
      – SubjectFull: Pervasive Developmental Disorders
        Type: general
      – SubjectFull: Communication Skills
        Type: general
      – SubjectFull: High School Students
        Type: general
      – SubjectFull: Intellectual Disability
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      – SubjectFull: Poverty
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      – SubjectFull: Educational Technology
        Type: general
      – SubjectFull: Technology Uses in Education
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      – SubjectFull: Teaching Methods
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      – SubjectFull: Conventional Instruction
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      – SubjectFull: Printed Materials
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      – SubjectFull: Instructional Effectiveness
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      – SubjectFull: Visual Aids
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      – SubjectFull: Color
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      – SubjectFull: Health
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      – SubjectFull: Safety
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      – SubjectFull: Independent Living
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    Titles:
      – TitleFull: Color-Coding Print versus Digital Technology to Teach Functional Community Knowledge to Rural Students with Autism and Complex Communication Needs
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            NameFull: Wood, Charles L.
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            NameFull: Pennington, Robert C.
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              Type: published
              Y: 2021
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