Author : Dr. Anita Paul
Publisher : Blue Rose Publishers
Page : 220 pages
File Size : 41,69 MB
Release : 2022-12-06
Category : Education
ISBN :
Author : Tin Fan
Publisher :
Page : 0 pages
File Size : 20,31 MB
Release : 2012
Category : Autistic children
ISBN :
"The goal of this study is to understand the effective learning of the iPad and the use of the system to assist elementary-age students with learning. The research literature promotes different types of assistive technology used for learning and suggests a few applications to use for the iPad. Four students with autism learned to use an iPad tablet to learn phonics. An empirical approach was used via teacher action research by collecting observation data on students. The purpose of this research was to evaluate the effectiveness of using the iPad in teaching language arts. The data indicated that all participants began learning more independently after the iPad was introduced."--The abstract, p.5.
Author : Patricia T. Markey
Publisher :
Page : 356 pages
File Size : 41,26 MB
Release : 2014
Category : Autism spectrum disorders
ISBN :
Between the years 2002 and 2010, the identification of individuals diagnosed with autism spectrum disorders (ASD) increased by more than 123% according to the Autism and Developmental Disabilities Monitoring (ADDM) Network. Recent estimates report that one in 68 children has been diagnosed with autism, with ASD affecting one in 42 boys and one in 189 girls (CDC, 2014). The purpose of this case study was to determine the effectiveness of a video peer modeling and least-to-most prompting intervention targeting the instructional delivery of an information literacy skill to students with ASD in the school library setting. Research studies have evaluated the effectiveness of video modeling procedures in the acquisition of social initiation, conversational skills, perspective-taking, appropriate play, and functional skills. However, the literature is limited on the effects of video modeling with least-to-most prompting on the acquisition of academic skills in library instructional programs. This research study is significant due to the rapid increase in the identification of students with autism spectrum disorders and current inclusionary practices in both the general education and library classrooms. This single-subject, multiple case study design utilized a descriptive approach to measure baseline, video peer-modeling intervention, and withdrawal phases for the acquisition of skills by five middle school students with autism spectrum disorder in accessing an online computer card catalog to locate a library book in the school collection. The primary question this research study sought to answer was: How does the use of video modeling accompanied by least-to-most prompting affect the acquisition of library information skills in students with autism spectrum disorder (ASD)? The results suggest that video modeling with least-to-most prompting was successful in teaching the five participants to access the online library card catalog to help them select books for academic and leisure activities. The video modeling intervention effectively facilitated the acquisition of the targeted skill for all of the study participants. Each participant was able to acquire the skills needed to complete the task independently with fading of least-to-most prompts within four to twelve sessions. Findings from the current study regarding the efficacy of video modeling intervention add to the literature on the utilization of video modeling procedures in improving academic skills in students with ASD. Results can also be used to strengthen existing educational programs and services for children with ASD in library instructional programs. Keywords: academic skills, autism spectrum disorder, inclusion, instructional strategies, intervention, least-to-most prompting, school library, social learning, video modeling, video peer-modeling
Author : Brian Friedlander
Publisher : National Professional Resources Inc
Page : 6 pages
File Size : 47,90 MB
Release : 2019-01-02
Category :
ISBN : 1938539222
The iPad by Apple is one of the most popular personal computing devices of all time. This tablet (available in several sizes) offers the best combination of features of any tablet on the market. Not only is the iPad now ubiquitous many in homes and in the workplace, but in many schools as well. The device’s ease-of-use, functionality, huge number of available apps, and multisensory design has made it a favorite of educators working with general and special education students. If you are just getting started with the iPad, this reference guide will serve as a valuable resource for learning how to integrate this technology into classroom instruction. It will also will help you pick out some of the leading apps in the marketplace that enhance both learning and communication for students with diverse learning styles and those who have limited functional communication abilities. This revised, second edition (2019) identifies ways of integrating the iPad and education apps into the classroom to reach students with diverse learning styles, including those with special needs such as speech and language delay, executive function disorders, communication impairments, autism spectrum disorder, learning disabilities, attention deficit disorder, cognitive impairments, and multiple disabilities. The authors Identify some of the best apps for enhancing communication development and social skills, and offers guidance on how to use these programs with students;Review the features of the iPad, including built-in accessibility settings, and recommends useful peripherals;Recommend apps that will help students with diverse needs in specific topical areas, including science, reading, writing, math, and social studies/history, as well as organization;Provide 20 practical classroom activities using the iPad.
Author : Kimberly A. Henry
Publisher : Future Horizons
Page : 114 pages
File Size : 21,27 MB
Release : 2010
Category : Education
ISBN : 1935274147
In this book, the award-winning author of the How Do I Teach This Kid? series presents simple instructional strategies for developing early literacy skills in young children with autism.
Author : Lisa Guernsey
Publisher : John Wiley & Sons
Page : 304 pages
File Size : 34,35 MB
Release : 2015-09-21
Category : Education
ISBN : 1119091896
A guide to promoting literacy in the digital age With young children gaining access to a dizzying array of games, videos, and other digital media, will they ever learn to read? The answer is yes—if they are surrounded by adults who know how to help and if they are introduced to media designed to promote literacy, instead of undermining it. Tap, Click, Read gives educators and parents the tools and information they need to help children grow into strong, passionate readers who are skilled at using media and technology of all kinds—print, digital, and everything in between. In Tap, Click, Read authors Lisa Guernsey and Michael H. Levine envision a future that is human-centered first and tech-assisted second. They document how educators and parents can lead a new path to a place they call 'Readialand'—a literacy-rich world that marries reading and digital media to bring knowledge, skills, and critical thinking to all of our children. This approach is driven by the urgent need for low-income children and parents to have access to the same 21st-century literacy opportunities already at the fingertips of today's affluent families.With stories from homes, classrooms and cutting edge tech labs, plus accessible translation of new research and compelling videos, Guernsey and Levine help educators, parents, and America's leaders tackle the questions that arise as digital media plays a larger and larger role in children's lives, starting in their very first years of life. Tap, Click, Read includes an analysis of the exploding app marketplace and provides useful information on new review sites and valuable curation tools. It shows what to avoid and what to demand in today's apps and e-books—as well as what to seek in community preschools, elementary schools and libraries. Peppered with the latest research from fields as diverse as neuroscience and behavioral economics and richly documented examples of best practices from schools and early childhood programs around the country, Tap, Click, Read will show you how to: Promote the adult-child interactions that help kids grow into strong readers Learn how to use digital media to build a foundation for reading and success Discover new tools that open up avenues for creativity, critical thinking, and knowledge-building that today's children need The book's accompanying website keeps you updated on new research and provides vital resources to help parents, schools and community organizations.
Author : Hyo Jung Koh
Publisher :
Page : 83 pages
File Size : 38,64 MB
Release : 2013
Category :
ISBN :
Promoting inference skills of students with poor comprehension has been suggested as an effective reading comprehension strategy (Cain & Oakhill; Cain et al., 2001; Oakhill & Yuill, 1986). Empirical studies show that students with autism spectrum disorders (ASD) have demonstrated relatively poor comprehension skills compared to their intellectual level and have shown deficits in inference making. However, teaching them how to make inferences appropriately in written text that may leads to better comprehension performance has not been fully investigated yet (Whalon & Hanline, 2008; Saldana & Frith, 2007). Under the framework of weak central coherence (Happe & Frith, 2006), this study developed peer-mediated inference making intervention: literal and goal inference making training through peer mediation. Peer-mediation was implemented through interdependent group contingency and structured peer interactions. Three elementary school students with ASD and six peers participated in the study. The students with ASD demonstrated a significant discrepancy between ability and reading comprehension. Each target student with ASD was placed in a small group, along with two peers: Three heterogeneous learning groups were composed. A multiple baseline design across participants was implemented (Kazdin, 2011) to assess the effects of peer-mediated inference making intervention on reading comprehension skills and behaviors of three target students with ASD. Participants' Self-evaluation in Reading was examined to evaluate this study's social validity. Three instructors held two, fifty- minute after-school tutoring sessions per week for 12 weeks. After peer-mediated inference making interventions, students with ASD demonstrated score gains on their comprehension quizzes and collateral gains in contingent responses and verbal initiations. Peers at different levels of reading ability also showed gains in their scores. All participants reported promoted Self-evaluation in Reading. Findings from this study suggest that peer-mediated inference making intervention is useful comprehension strategies to promote both comprehension skills and appropriate behaviors of students with ASD. Peers' positive outcomes and instructors' high fidelity support this as a promising instructional approach in inclusive educational settings as well. Thus, this study contributes to the existing literature on effective educational strategies for students with ASD in inclusive educational settings.
Author : Brian S. Friedlander
Publisher : Dude Publishing
Page : 0 pages
File Size : 27,19 MB
Release : 2012
Category : Assistive computer technology
ISBN : 9781935609537
A valuable resource for all educators in 21st century classrooms, iPad: Enhancing Learning & Communication for Students with Special Needs, by Brian S. Friedlander and Christine Besko-Maughan, identifies ways of integrating the iPad and education apps into the classroom to reach students with diverse learning styles, including those with special needs such as learning disabilities, Autism Spectrum Disorders, and/or other language or communication disorders.
Author : Michael Dezuanni
Publisher : Routledge
Page : 221 pages
File Size : 12,68 MB
Release : 2015-01-09
Category : Education
ISBN : 1317676572
Digital devices, such as smart phones and tablet computers, are becoming commonplace in young children’s lives for play, entertainment, learning and communication. Recently, there has been a great deal of focus on the educational potential of these devices in both formal and informal educational settings. There is now an abundance of educational ‘apps’ available to children, parents, and teachers, which claim to enhance children’s early literacy and numeracy development, but to date, there has been very little formal investigation of the educational potential of these devices. This book discusses the impact on children’s learning when iPads were introduced in three very different early years settings in Brisbane, Australia. It outlines how researchers worked with pre-school teachers and parents to explore how iPads can assist with letter and word recognition, the development of oral literacy and digital literacies and talk around play. Chapters consider the possibilities for using iPads for creativity and arts education through photography, storytelling, drawing, music creation and audio recording, and critically examine the literacies enabled by educational software available on iPads, and the relationship between digital play and literacy development. iPads in the Early Years provides exciting insights into children’s digital culture and learning in the age of the iPad. It will be key reading for researchers, research students and teacher educators focusing on the early years, as well as those with an interest in the role of ICTS, and particularly tablet computers, in education.
Author : Sarah Al-Sharif
Publisher :
Page : 244 pages
File Size : 47,22 MB
Release : 2020
Category : Children with autism spectrum disorders
ISBN :
Teachers play an essential role in providing appropriate classroom interventions for young children with autism spectrum disorder (ASD). It is necessary to discover teachers’ perceptions about these interventions for young children with ASD in order to improve the curricula and standards for working with this population. Peer‐Mediated Instruction and Intervention (PMII) has proven to be a successful evidence-based intervention (EBI) that works to improve the social skills of children with ASD. To date, there is little research that has explored teachers’ perceptions of using PMII. Therefore, this study investigates teachers’ perceptions of the impact of using PMII in Integrated Play Groups (IPG) with particular regard to the social skills development among preschoolers with ASD within general education classrooms. To best capture these perceptions, the study was conducted using a survey research design.
