Impact of SMART board technology: An investigation of sight word reading and observational learning

Journal of Autism and Developmental Disorders

Volumn 37, Issue 10, 2007, Pages 1869-1882

  Mechling, Linda C ^a   Gast, David L ^b   Krupa, Kristin ^a  

^a UNIVERSITY OF NORTH CAROLINA WILMINGTON   (United States)

^b UNIVERSITY OF GEORGIA   (United States)

Author keywords

Computer assisted instruction; Interactive white board; Observational learning; Sight word reading; Small group instruction; SMART Board

Indexed keywords

ADULT; ARTICLE; ATHETOSIS; BRAIN FUNCTION; CASE REPORT; CEREBRAL PALSY; COMPUTER AIDED DESIGN; DOWN SYNDROME; EDUCATIONAL TECHNOLOGY; FEMALE; HEALTH PROGRAM; HUMAN; INTELLECTUAL IMPAIRMENT; INTELLIGENCE; LEARNING; MALE; MEDICAL TECHNOLOGY; OBSERVATIONAL STUDY; PERSONALITY TEST; PRIORITY JOURNAL; RATING SCALE; READING; SEMANTICS; STANFORD-BINET INTELLIGENCE SCALE; STUDENT; WECHSLER INTELLIGENCE SCALE;

ADULT; APTITUDE; ATTENTION; COMPUTER-ASSISTED INSTRUCTION; CURRICULUM; DISCRIMINATION LEARNING; DOWN SYNDROME; EDUCATION OF MENTALLY RETARDED; FEMALE; FOOD PREFERENCES; GENERALIZATION (PSYCHOLOGY); HUMANS; MALE; PATTERN RECOGNITION, VISUAL; REACTION TIME; READING; SEMANTICS; SOFTWARE;

EID: 35349004262     PISSN: 01623257     EISSN: 15733432     Source Type: Journal    
DOI: 10.1007/s10803-007-0361-9     Document Type: Article

References (45)

1. Baumgart, D., & VanWalleghem, J. (1987). Teaching sight words: A comparison between computer-assisted and teacher-made methods. Education and Training in Mental Retardation, 22, 56-65.
2. Billingsley, F. F., White, O. R., & Munson, R. (1980). Procedural reliability: A rationale and an example. Behavioral Assessment, 2, 229-241.
3. Boone, R., Higgins, K., Notari, A., & Stump, C. S. (1996). Hypermedia pre-reading lessons: Learner-centered software for kindergarten. Journal of Computing in Childhood Education, 7, 39-69.
4. Brewer N., White J. M., & Brand L. (1991-1992). Computerized instruction of word discriminations with retarded children: An examination of two whole-word fading procedures. Journal of Educational Technology Systems, 20, 31-43.
5. Coleman-Martin, M. B., Heller, W. K., Cihak, D. F., & Irvine, K. L. (2005). Using computer-assisted instruction and the nonverbal reading approach to teach word identification. Focus on Autism and Other Developmental Disabilties, 20, 80-90.
6. Collins, B. C., Gast, D. L., Ault, M. J., & Wolery, M. (1991). Small group instruction: Guidelines for teachers of students with moderate to severe handicaps. Education and Training in Mental Retardation, 26, 18-32.
7. Collins B. C., & Stinson D. M. (1994-1995). Teaching generalized reading of product warning labels to adolescents with mental disabilities through the use of key words. Exceptionality, 5, 163-181.
8. Conners, F. A. (1990). Aptitude by treatment interactions in computer-assisted word learning by mentally retarded students. American Journal on Mental Retardation, 94, 387-397.
9. Conover Company. Grocery signs and words. [Computer Software]. Available at http://www.conovercompany.com
10. Cuvo, A. J., & Klatt, K. P. (1992). Effects of community-based, videotape, and flash card instruction of community-referenced sight words on students with mental retardation. Journal of Applied Behavior Analysis, 25, 499-512.
11. Doyle, P. M., Gast, D. L., Wolery, M., Ault, M. J., & Meyer, S. (1992). Teaching discrete skills to students with moderate mental retardation in small-group instructional arrangements. Exceptionality, 3, 233-253.
12. Farmer, J. A., Gast, D. L., Wolery, M., & Winterling, V. (1991). Small group instruction for students with severe handicaps: A study of observational learning. Education and Training in Mental Retardation, 26, 121-132.
13. Farmer, M. E., Klein, R., & Bryson, S. E. (1992). Computer-assisted reading: Effects of whole-word feedback on fluency and comprehension in readers with severe disabilities. Remedial and Special Education, 13, 50-60.
14. Fickel, K. M., Schuster, J. W., & Collins, B. C. (1998). Teaching different tasks using different stimuli in a heterogeneous small group. Journal of Behavioral Education, 8, 219-244.
15. Gast, D. L., & Winterling, V. (1992). Teaching first-aid skills to students with moderate handicaps in small group instruction. Education and Treatment of Children, 15, 101-124.
16. Griffen, A. K., Wolery, M., & Schuster, J. W. (1992). Triadic instruction of chained food preparation responses: Acquisition and observational learning. Journal of Applied Behavior Analysis, 25, 193-204.
17. Hall, M. G., Schuster, J. W., Wolery, M., Gast, D. L., & Doyle, P. M. (1992). Teaching chained skills in a non-school setting using a divided half instructional format. Journal of Behavioral Education, 2, 257-279.
18. Heimann, M., Nelson, K. E., Tjus, T., & Gillberg, C. (1995). Increasing reading and communication skills in children with autism through an interactive multimedia computer program. Journal of Autism and Developmental Disorders, 25, 459-480.
19. Holcombe, A., Wolery, M., Werts, M. G., & Hrenkevick, P. (1993). Effects of instructive feedback on future learning. Journal of Behavioral Education, 3, 259-285.
20. Judge, S. L. (2001). Computer applications in programs for young children with disabilities. Journal of Special Education Technology, 16, 29-40.
21. Keel, M. C., & Gast, D. L. (1992). Small-group instruction for students with learning disabilities: Observational and incidental learning. Exceptional Children, 58, 357-369.
22. Lee, Y., & Vail, C. O. (2005). Computer-based reading instruction for young children with disabilities. Journal of Special Education Technology, 20, 5-18.
23. Lowe's Food Stores, Inc. (2005). Lowe's foods to go grocery shopping on line. http://www.lowesfoods.com
24. Mechling, L. C. (2004). Effects of multimedia, computer-based instruction on grocery shopping fluency. Journal of Special Education Technology, 19, 23-34.
25. Mechling, L. C., & Gast, D. L. (2003). Multi-media instruction to teach grocery word associations and store location: A study of generalization. Education and Training in Developmental Disabilities, 38, 62-76.
26. Microsoft. PowerPoint. [Computer Program]. Available at http://www.microsoft.com
27. Okolo, C. M., Bahr, C. M., & Rieth, H. J. (1993). A restrospective view of computer-based instruction. Journal of Special Education Technology, 12, 1-27.
28. Schoen, S. F., & Ogden, S. (1995). Impact of time delay, observational learning, and attentional cuing upon word recognition during integrated small-group instruction. Journal of Autism and Developmental Disorders, 25, 503-519.
29. Schuster, J. W., Morse, T. E., Griffen, A. B., & Wolery, T. (1996). Teaching peer reinforcement and grocery words: An investigation of observational learning and instructive feedback. Journal of Behavioral Education, 6, 511-533.
30. Stinson, D. M., Gast, D. L., Wolery, M., & Collins, B. C. (1991). Acquisition of nontargeted information during small-group instruction. Exceptionality, 2, 65-80.
31. Tawney, J.W., & Gast, D.L. (1984). Single subject research in special education. Columbus, OH: Merrill.
32. Technologies, Inc. (2003). SMART Board Interactive Whiteboard.
33. Thorkildsen, R. J., & Friedman, S. G. (1986). Interactive videodisc: Instructional design of a beginning reading program. Learning Disability Quarterly, 9, 111-117.
34. Thorndike, R. L., Hagen, E., & Sattler, J. (1986). Standford-Binet intelligence scale: Fourth edition. Chicago: Riverside.
35. Tjus, T., Heimann, M., & Nelson, K. E. (1998). Gains in literacy through the use of a specially developed multimedia computer strategy. Autism, 22, 139-156.
36. Wall, M. E., & Gast, D. L. (1999). Acquisition of incidental information during instruction for a response-chain skill. Research in Developmental Disabilities, 20, 31-50.
37. Wechsler, D. (1997). Wechsler adult intelligence scale-III. San Antonio, TX: Psychological Corporation.
38. Werts, M. G., Wolery, M., Holcombe, A., & Gast, D. L. (1995). Instructive feedback: Review of parameters and effects. Journal of Behavioral Education, 5, 55-75.
39. Whalen, C., Schuster, J. W., & Hemmeter, M. L. (1996). The use of unrelated instructive feedback when teaching in a small group instructional arrangement. Education and Training in Mental Retardation and Developmental Disabilities, 31, 188-202.
40. Williams, C., Wright, B., Callaghan, G., & Coughlan, B. (2002). Do children with autism learn to read more readily by computer assisted instruction or traditional book methods? Autism, 6, 71-91.
41. Wolery, M., Ault, M. J., Doyle, P. M., Gast, D. L., & Griffen, A. K. (1992). Choral and individual responding during small groupinstruction: Identification of interactional effects. Education and Treatment of Children, 15, 289-309.
42. Wolery, M., Ault, M. J., Gast, D. L., Doyle, P. M., & Griffen, A. K. (1991). Teaching chained tasks in dyads: Acquisition of target and observational behaviors. The Journal of Special Education, 25, 198-220.
43. Wolery, M., Doyle, P. M., Ault, M. J., & Gast, D. L. (1992). Reflections on teaching discrete skills to students with moderate mental retardation in small-group instructional arrangements. Exeptionality, 3, 265-270.
44. Wolery, M., Doyle, P. M., Ault, M. J., Gast, D. L., Meyer, S., & Stinson, D. (1991). Effects of presenting incidental information in consequent events on future learning. Journal of Behavioral Education, 1, 79-104.
45. Wolery, M., Schuster, J., & Collins, B. (2000). Effects on future learning of presenting non-target stimuli in antecedent and consequent conditions. Journal of Behavioral Education, 10, 77-94.