Evaluating a Computer Flash-Card Sight-Word Recognition Intervention With Self-Determined Response Intervals in Elementary Students With Intellectual Disability
Samantha Cazzell, C. Skinner, D. Ciancio, K. Aspiranti, T. Watson, Kala Taylor, Merilee McCurdy, Amy L. Skinner
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引用次数: 15
Abstract
A concurrent multiple-baseline across-tasks design was used to evaluate the effectiveness of a computer flash-card sight-word recognition intervention with elementary-school students with intellectual disability. This intervention allowed the participants to self-determine each response interval and resulted in both participants acquiring previously unknown words across all word sets. Discussion focuses on the need to evaluate and compare computer flash-card sight-word recognition interventions with fixed and self-determined response intervals across students and dependent variables, including rates of inappropriate behavior and self-determination in students with intellectual disability.
期刊介绍：
The flagship scholarly journal in the field of school psychology, the journal publishes empirical studies, theoretical analyses, and literature reviews encompassing a full range of methodologies and orientations, including educational, cognitive, social, cognitive behavioral, preventive, dynamic, multicultural, and organizational psychology. Focusing primarily on children, youth, and the adults who serve them, School Psychology Quarterly publishes information pertaining to populations across the life span.
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