Comparing Computer-Based Sight-Word Interventions in Students with Intellectual Disability: Self-Determined versus Fixed Response Intervals

Autor/inn/en	Cazzell, Samantha; Skinner, Christopher H.; Taylor, Kala; McCurdy, Merilee; Ciancio, Dennis; Cihak, David; Skinner, Amy; Moore, Tara
Titel	Comparing Computer-Based Sight-Word Interventions in Students with Intellectual Disability: Self-Determined versus Fixed Response Intervals
Quelle	In: Journal of Behavioral Education, 29 (2020) 3, S.469-489 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Skinner, Christopher H.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-0819
DOI	10.1007/s10864-019-09335-8
Schlagwörter	Computer Assisted Instruction; Sight Method; Sight Vocabulary; Reading Instruction; Intervention; Elementary School Students; Students with Disabilities; Intellectual Disability; Intervals; Responses + Suchen Sie Ihr Suchwort? Computer based training; Computerunterstützter Unterricht; Look-and-say method; Ganzheitsmethode; Leseunterricht; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Intellect; Verstand
Abstract	Adapted alternating treatment designs were used to evaluate and compare the effectiveness of two computer-based sight-word-reading interventions among three elementary school students with an intellectual disability. Each intervention provided 30 stimulus--response--stimulus--response learning trials. One intervention included fixed 3-s response intervals. The second intervention had each participant self-determine each response interval. Results suggest that both interventions caused similar increases in sight-word acquisition. Following the experimental phase, each student was given 5 opportunities to choose which intervention they would complete; 100% of the time (i.e., 15/15), students chose the self-determined intervention. Discussion focuses on the importance of student preference and future research on the relationship between allowing students to self-determine response intervals and learning, attention, inappropriate behaviors, on-task behaviors, and preference. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01