The Effect of Computer-Assisted Instruction on Challenging Behavior and Academic Engagement

Autor/inn/en	LeJeune, Lauren M.; Lemons, Christopher J.
Titel	The Effect of Computer-Assisted Instruction on Challenging Behavior and Academic Engagement
Quelle	In: Journal of Positive Behavior Interventions, 23 (2021) 2, S.118-129 (12 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (LeJeune, Lauren M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1098-3007
DOI	10.1177/1098300720929680
Schlagwörter	Computer Assisted Instruction; Handheld Devices; Instructional Effectiveness; Behavior Problems; Positive Behavior Supports; Academic Achievement; Learner Engagement; Emergent Literacy; Elementary School Students; Students with Disabilities; Intellectual Disability; Developmental Disabilities; Children; Males; Public Schools; Intelligence Tests; Screening Tests; Tennessee; Kaufman Brief Intelligence Test; Systematic Screening for Behavior Disorders + Suchen Sie Ihr Suchwort? Computer based training; Computerunterstützter Unterricht; Unterrichtserfolg; Schulleistung; Frühleseunterricht; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Intellect; Verstand; Entwicklungsstörung; Child; Kind; Kinder; Male; Männliches Geschlecht; Public school; Öffentliche Schule; Intelligence test; Intelligenztest; Screening-Verfahren
Abstract	Students with intellectual and developmental disabilities (IDD) require intensive supports, including those that target behavior, to make progress on literacy goals. In this study, we investigated whether computer-assisted instruction (CAI) may be one effective method to decrease challenging behavior and increase academic engagement. Participants were three students with IDD (7 to 9 years old) who engaged in challenging behaviors during instruction. We used a single-case alternating treatments design to compare levels of challenging behavior and academic engagement during paper-based and CAI (i.e., tablet computer-based) literacy instruction. Results indicated that CAI was associated with decreased challenging behavior and increased academic engagement for two of three participants. In addition, the CAI condition corresponded with higher scores on academic performance assessments for one participant. Although teacher and student measures of social validity were positive, there was limited evidence that results maintained. These findings are described in relation to their limitations, future directions for research, and impact on practitioners. (As Provided).
Anmerkungen	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
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01