Pub Date : 2024-06-14DOI: 10.1177/01626434241262247
Sergio Cored-Bandrés, Marta Liesa-Orús, Sandra Vázquez-Toledo
The generalisation of learning is one of the main elements to take into account when carrying out an educational intervention. This process involves certain difficulties for the population with Autism Spectrum Disorder (ASD). In this sense, the aim of the present study is to evaluate the process of generalisation of skills related to the social domain (affected area in the population with ASD), in the special classroom for ASD, the regular classroom and the family environment, after the implementation of a social skills programme based on technologies. We propose a longitudinal quantitative research study based on case studies which employs a pretest-posttest methodology. The sample is made up of four students diagnosed with ASD. Data collection was carried out using two questionnaires. The results obtained reflect a generalisation of learning associated with basic social relationship skills, joint reference and inter-subjective capacity in all the contexts analysed.
{"title":"SocialTICTEA, a Technology-Based Social Skills Programme: Impact and Generalisation of Learning in Students With Autism","authors":"Sergio Cored-Bandrés, Marta Liesa-Orús, Sandra Vázquez-Toledo","doi":"10.1177/01626434241262247","DOIUrl":"https://doi.org/10.1177/01626434241262247","url":null,"abstract":"The generalisation of learning is one of the main elements to take into account when carrying out an educational intervention. This process involves certain difficulties for the population with Autism Spectrum Disorder (ASD). In this sense, the aim of the present study is to evaluate the process of generalisation of skills related to the social domain (affected area in the population with ASD), in the special classroom for ASD, the regular classroom and the family environment, after the implementation of a social skills programme based on technologies. We propose a longitudinal quantitative research study based on case studies which employs a pretest-posttest methodology. The sample is made up of four students diagnosed with ASD. Data collection was carried out using two questionnaires. The results obtained reflect a generalisation of learning associated with basic social relationship skills, joint reference and inter-subjective capacity in all the contexts analysed.","PeriodicalId":46468,"journal":{"name":"Journal of Special Education Technology","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2024-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141340656","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-06-07DOI: 10.1177/01626434241257237
Danielle A. Waterfield, Latesha Watson, Jamie Day
Artificial intelligence (AI) has been rapidly developing, both in the education field and beyond, in recent years. Due to this fast-paced nature, special education teachers may not be aware of the availability of AI that could be pertinent to their practice. In this manuscript, five AI platforms that are readily available for special education teachers to access are explored. AI platform details including pricing, functionality, and feature options are provided for each. Suggestions for how each AI platform can be utilized by special education teachers within their practice is conveyed. Overall implications regarding AI integration, usage, and ethical considerations in special education practice are discussed.
{"title":"Applying Artificial Intelligence in Special Education: Exploring Availability and Functionality of AI Platforms for Special Educators","authors":"Danielle A. Waterfield, Latesha Watson, Jamie Day","doi":"10.1177/01626434241257237","DOIUrl":"https://doi.org/10.1177/01626434241257237","url":null,"abstract":"Artificial intelligence (AI) has been rapidly developing, both in the education field and beyond, in recent years. Due to this fast-paced nature, special education teachers may not be aware of the availability of AI that could be pertinent to their practice. In this manuscript, five AI platforms that are readily available for special education teachers to access are explored. AI platform details including pricing, functionality, and feature options are provided for each. Suggestions for how each AI platform can be utilized by special education teachers within their practice is conveyed. Overall implications regarding AI integration, usage, and ethical considerations in special education practice are discussed.","PeriodicalId":46468,"journal":{"name":"Journal of Special Education Technology","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2024-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141373612","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-04-04DOI: 10.1177/01626434241236714
Jason L. Kester, L. A. Bross
The purpose of this study was to examine the effects of a technology-based self-monitoring application, I-Connect, to enhance the on-task behavior of five secondary students (ages 15–16) with autism spectrum disorder, intellectual disability, and specific learning disability during Biology instruction in a rural special education classroom. We used an A-B-A-B withdrawal design with a generalization condition. The primary dependent variable was percent of intervals with on-task behavior as measured by momentary time sampling procedures. Results indicated overall higher levels of on-task behavior for all students when using I-Connect to monitor their behavior. However, there were also high percentages of overlapping data, and student satisfaction with the application was relatively low. Students used I-Connect in an employability seminar offered at their school as a means to generalize to a different setting. We provide implications for practice in rural settings and suggestions for future research related to I-Connect. We also provide recommendations for enhancing the social validity of technology-based self-monitoring for secondary students with disabilities.
{"title":"Adding to the Evidence Base: Effects of I-Connect in a Secondary Special Education Rural Classroom","authors":"Jason L. Kester, L. A. Bross","doi":"10.1177/01626434241236714","DOIUrl":"https://doi.org/10.1177/01626434241236714","url":null,"abstract":"The purpose of this study was to examine the effects of a technology-based self-monitoring application, I-Connect, to enhance the on-task behavior of five secondary students (ages 15–16) with autism spectrum disorder, intellectual disability, and specific learning disability during Biology instruction in a rural special education classroom. We used an A-B-A-B withdrawal design with a generalization condition. The primary dependent variable was percent of intervals with on-task behavior as measured by momentary time sampling procedures. Results indicated overall higher levels of on-task behavior for all students when using I-Connect to monitor their behavior. However, there were also high percentages of overlapping data, and student satisfaction with the application was relatively low. Students used I-Connect in an employability seminar offered at their school as a means to generalize to a different setting. We provide implications for practice in rural settings and suggestions for future research related to I-Connect. We also provide recommendations for enhancing the social validity of technology-based self-monitoring for secondary students with disabilities.","PeriodicalId":46468,"journal":{"name":"Journal of Special Education Technology","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2024-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140745312","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-29DOI: 10.1177/01626434241236738
Azizah Nurul Khoirunnisa, Munir Munir, F. Shahbodin, Laksmi Dewi
Reading can be a way to increase students’ social interaction and writing, especially for those continuing to a higher level of education. More recent research shows that children with Autism Spectrum Disorder (ASD) have a variety of reading profiles that differ across a range of reading sub-skills. Meanwhile, the school teaching system provides one-size-fits-all learning for students with different abilities. This study aimed to test the use of personalized learning model-based Augmented Reality (AR) in supporting the learning of early reading skills in aspects of reading words, syllables, and letters. Four students with ASD participated in various cross-behavioral investigations. Data was collected based on early reading skills in words, syllables, and letters using the Early Grade Reading Assessment (EGRA) instrument, which had been adjusted according to the children’s abilities (three groups of children). Participants went through baseline-1 sessions, AR interventions, and baseline-2. The results show increased student learning outcomes in reading words and syllables. However, there was no significant increase in learning outcomes regarding recognizing letters.
{"title":"Augmented Reality Based Personalized Learning in Autism Spectrum Disorder Reading Skills","authors":"Azizah Nurul Khoirunnisa, Munir Munir, F. Shahbodin, Laksmi Dewi","doi":"10.1177/01626434241236738","DOIUrl":"https://doi.org/10.1177/01626434241236738","url":null,"abstract":"Reading can be a way to increase students’ social interaction and writing, especially for those continuing to a higher level of education. More recent research shows that children with Autism Spectrum Disorder (ASD) have a variety of reading profiles that differ across a range of reading sub-skills. Meanwhile, the school teaching system provides one-size-fits-all learning for students with different abilities. This study aimed to test the use of personalized learning model-based Augmented Reality (AR) in supporting the learning of early reading skills in aspects of reading words, syllables, and letters. Four students with ASD participated in various cross-behavioral investigations. Data was collected based on early reading skills in words, syllables, and letters using the Early Grade Reading Assessment (EGRA) instrument, which had been adjusted according to the children’s abilities (three groups of children). Participants went through baseline-1 sessions, AR interventions, and baseline-2. The results show increased student learning outcomes in reading words and syllables. However, there was no significant increase in learning outcomes regarding recognizing letters.","PeriodicalId":46468,"journal":{"name":"Journal of Special Education Technology","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2024-02-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140415056","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-13DOI: 10.1177/01626434241232121
Lauren B. Zepp, Beverly J. Trezek, Melinda M. Leko
Reading instruction is a key component of special education teacher preparation, with content traditionally delivered through lecture and assigned reading. Recent research investigated the potential for enhancing special education teacher preparation with technological modes of content delivery. This systematic literature review was conducted to explore the effect of multimedia interventions on preservice teachers’ knowledge and skills for delivering reading instruction. Fourteen quantitative studies met the inclusion criteria established and were reviewed to identify the types of multimedia instruction employed, areas of reading instruction addressed, the measures of preservice teacher knowledge and skills used, and the alignment between instruction and theories of learning in the 14 studies. Findings indicate that technological interventions, such as Content Acquisition Podcasts and multimedia vignettes, yielded statistically significant gains in preservice teacher knowledge and skills for delivering reading instruction to students with disabilities when compared with traditional modes of instruction. Multimedia instruction developed with solid theoretical frameworks had increased efficacy, suggesting that individuals preparing future special educators may benefit from increased alignment with theories of learning. Additional implications for teacher education and future research are provided.
{"title":"Preparing Special Educators to Teach Reading Using Multimedia Instruction: A Literature Review","authors":"Lauren B. Zepp, Beverly J. Trezek, Melinda M. Leko","doi":"10.1177/01626434241232121","DOIUrl":"https://doi.org/10.1177/01626434241232121","url":null,"abstract":"Reading instruction is a key component of special education teacher preparation, with content traditionally delivered through lecture and assigned reading. Recent research investigated the potential for enhancing special education teacher preparation with technological modes of content delivery. This systematic literature review was conducted to explore the effect of multimedia interventions on preservice teachers’ knowledge and skills for delivering reading instruction. Fourteen quantitative studies met the inclusion criteria established and were reviewed to identify the types of multimedia instruction employed, areas of reading instruction addressed, the measures of preservice teacher knowledge and skills used, and the alignment between instruction and theories of learning in the 14 studies. Findings indicate that technological interventions, such as Content Acquisition Podcasts and multimedia vignettes, yielded statistically significant gains in preservice teacher knowledge and skills for delivering reading instruction to students with disabilities when compared with traditional modes of instruction. Multimedia instruction developed with solid theoretical frameworks had increased efficacy, suggesting that individuals preparing future special educators may benefit from increased alignment with theories of learning. Additional implications for teacher education and future research are provided.","PeriodicalId":46468,"journal":{"name":"Journal of Special Education Technology","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2024-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139780056","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-13DOI: 10.1177/01626434241232121
Lauren B. Zepp, Beverly J. Trezek, Melinda M. Leko
Reading instruction is a key component of special education teacher preparation, with content traditionally delivered through lecture and assigned reading. Recent research investigated the potential for enhancing special education teacher preparation with technological modes of content delivery. This systematic literature review was conducted to explore the effect of multimedia interventions on preservice teachers’ knowledge and skills for delivering reading instruction. Fourteen quantitative studies met the inclusion criteria established and were reviewed to identify the types of multimedia instruction employed, areas of reading instruction addressed, the measures of preservice teacher knowledge and skills used, and the alignment between instruction and theories of learning in the 14 studies. Findings indicate that technological interventions, such as Content Acquisition Podcasts and multimedia vignettes, yielded statistically significant gains in preservice teacher knowledge and skills for delivering reading instruction to students with disabilities when compared with traditional modes of instruction. Multimedia instruction developed with solid theoretical frameworks had increased efficacy, suggesting that individuals preparing future special educators may benefit from increased alignment with theories of learning. Additional implications for teacher education and future research are provided.
{"title":"Preparing Special Educators to Teach Reading Using Multimedia Instruction: A Literature Review","authors":"Lauren B. Zepp, Beverly J. Trezek, Melinda M. Leko","doi":"10.1177/01626434241232121","DOIUrl":"https://doi.org/10.1177/01626434241232121","url":null,"abstract":"Reading instruction is a key component of special education teacher preparation, with content traditionally delivered through lecture and assigned reading. Recent research investigated the potential for enhancing special education teacher preparation with technological modes of content delivery. This systematic literature review was conducted to explore the effect of multimedia interventions on preservice teachers’ knowledge and skills for delivering reading instruction. Fourteen quantitative studies met the inclusion criteria established and were reviewed to identify the types of multimedia instruction employed, areas of reading instruction addressed, the measures of preservice teacher knowledge and skills used, and the alignment between instruction and theories of learning in the 14 studies. Findings indicate that technological interventions, such as Content Acquisition Podcasts and multimedia vignettes, yielded statistically significant gains in preservice teacher knowledge and skills for delivering reading instruction to students with disabilities when compared with traditional modes of instruction. Multimedia instruction developed with solid theoretical frameworks had increased efficacy, suggesting that individuals preparing future special educators may benefit from increased alignment with theories of learning. Additional implications for teacher education and future research are provided.","PeriodicalId":46468,"journal":{"name":"Journal of Special Education Technology","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2024-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139840145","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study investigated the effectiveness of applying a smartphone to reduce the hyperactive/impulsive behaviors of 3 students with attention deficit hyperactivity disorder (ADHD) in class. A smartphone that can simultaneously provide vibration and visual text prompts was adopted in this study to remind the participants when they exhibited hyperactive/impulsive behaviors. This study adopted the multiple baseline design across subjects under the broader rubric of the single-subject research design, including 2 baseline phases and 2 intervention phases. The results show that the time spent engaged in target behaviors decreased for participants during the intervention phases, compared to the baseline phases. The findings show that applying the vibration and visual text prompts of a smartphone is a feasible prompting strategy to assist students with ADHD to reduce their hyperactive/impulsive behaviors in class.
{"title":"Applying Smartphone Vibration and Visual Text Prompt Functions to Reduce Hyperactive/Impulsive Behaviors of Students With ADHD in Class","authors":"Man-Chi Lai, Yu-Feng Lin, Sheng-Wei Wang, Ching-Hsiang Shih","doi":"10.1177/01626434241232113","DOIUrl":"https://doi.org/10.1177/01626434241232113","url":null,"abstract":"This study investigated the effectiveness of applying a smartphone to reduce the hyperactive/impulsive behaviors of 3 students with attention deficit hyperactivity disorder (ADHD) in class. A smartphone that can simultaneously provide vibration and visual text prompts was adopted in this study to remind the participants when they exhibited hyperactive/impulsive behaviors. This study adopted the multiple baseline design across subjects under the broader rubric of the single-subject research design, including 2 baseline phases and 2 intervention phases. The results show that the time spent engaged in target behaviors decreased for participants during the intervention phases, compared to the baseline phases. The findings show that applying the vibration and visual text prompts of a smartphone is a feasible prompting strategy to assist students with ADHD to reduce their hyperactive/impulsive behaviors in class.","PeriodicalId":46468,"journal":{"name":"Journal of Special Education Technology","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2024-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139788477","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study investigated the effectiveness of applying a smartphone to reduce the hyperactive/impulsive behaviors of 3 students with attention deficit hyperactivity disorder (ADHD) in class. A smartphone that can simultaneously provide vibration and visual text prompts was adopted in this study to remind the participants when they exhibited hyperactive/impulsive behaviors. This study adopted the multiple baseline design across subjects under the broader rubric of the single-subject research design, including 2 baseline phases and 2 intervention phases. The results show that the time spent engaged in target behaviors decreased for participants during the intervention phases, compared to the baseline phases. The findings show that applying the vibration and visual text prompts of a smartphone is a feasible prompting strategy to assist students with ADHD to reduce their hyperactive/impulsive behaviors in class.
{"title":"Applying Smartphone Vibration and Visual Text Prompt Functions to Reduce Hyperactive/Impulsive Behaviors of Students With ADHD in Class","authors":"Man-Chi Lai, Yu-Feng Lin, Sheng-Wei Wang, Ching-Hsiang Shih","doi":"10.1177/01626434241232113","DOIUrl":"https://doi.org/10.1177/01626434241232113","url":null,"abstract":"This study investigated the effectiveness of applying a smartphone to reduce the hyperactive/impulsive behaviors of 3 students with attention deficit hyperactivity disorder (ADHD) in class. A smartphone that can simultaneously provide vibration and visual text prompts was adopted in this study to remind the participants when they exhibited hyperactive/impulsive behaviors. This study adopted the multiple baseline design across subjects under the broader rubric of the single-subject research design, including 2 baseline phases and 2 intervention phases. The results show that the time spent engaged in target behaviors decreased for participants during the intervention phases, compared to the baseline phases. The findings show that applying the vibration and visual text prompts of a smartphone is a feasible prompting strategy to assist students with ADHD to reduce their hyperactive/impulsive behaviors in class.","PeriodicalId":46468,"journal":{"name":"Journal of Special Education Technology","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2024-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139848440","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-07DOI: 10.1177/01626434241232117
Nikola Ebenbeck, Markus Gebhardt
Technologies that enable individualization for students have significant potential in special education. Computerized Adaptive Testing (CAT) refers to digital assessments that automatically adjust their difficulty level based on students' abilities, allowing for personalized, efficient, and accurate measurement. This article examines whether CAT performs differently for students with and without special educational needs (SEN). Two simulation studies were conducted using a sample of 709 third-grade students from general and special schools in Germany, who took a reading test. The results indicate that students with SEN were assessed with fewer items, reduced bias, and higher accuracy compared to students without SEN. However, measurement accuracy decreased, and test length increased for students whose abilities deviated more than two SD from the norm. We discuss potential adaptations of CAT for students with SEN in the classroom, as well as the integration of CAT with AI-supported feedback and tailored exercises within a digital learning environment.
{"title":"Differential Performance of Computerized Adaptive Testing in Students With and Without Disabilities – A Simulation Study","authors":"Nikola Ebenbeck, Markus Gebhardt","doi":"10.1177/01626434241232117","DOIUrl":"https://doi.org/10.1177/01626434241232117","url":null,"abstract":"Technologies that enable individualization for students have significant potential in special education. Computerized Adaptive Testing (CAT) refers to digital assessments that automatically adjust their difficulty level based on students' abilities, allowing for personalized, efficient, and accurate measurement. This article examines whether CAT performs differently for students with and without special educational needs (SEN). Two simulation studies were conducted using a sample of 709 third-grade students from general and special schools in Germany, who took a reading test. The results indicate that students with SEN were assessed with fewer items, reduced bias, and higher accuracy compared to students without SEN. However, measurement accuracy decreased, and test length increased for students whose abilities deviated more than two SD from the norm. We discuss potential adaptations of CAT for students with SEN in the classroom, as well as the integration of CAT with AI-supported feedback and tailored exercises within a digital learning environment.","PeriodicalId":46468,"journal":{"name":"Journal of Special Education Technology","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2024-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139797696","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-07DOI: 10.1177/01626434241232117
Nikola Ebenbeck, Markus Gebhardt
Technologies that enable individualization for students have significant potential in special education. Computerized Adaptive Testing (CAT) refers to digital assessments that automatically adjust their difficulty level based on students' abilities, allowing for personalized, efficient, and accurate measurement. This article examines whether CAT performs differently for students with and without special educational needs (SEN). Two simulation studies were conducted using a sample of 709 third-grade students from general and special schools in Germany, who took a reading test. The results indicate that students with SEN were assessed with fewer items, reduced bias, and higher accuracy compared to students without SEN. However, measurement accuracy decreased, and test length increased for students whose abilities deviated more than two SD from the norm. We discuss potential adaptations of CAT for students with SEN in the classroom, as well as the integration of CAT with AI-supported feedback and tailored exercises within a digital learning environment.
{"title":"Differential Performance of Computerized Adaptive Testing in Students With and Without Disabilities – A Simulation Study","authors":"Nikola Ebenbeck, Markus Gebhardt","doi":"10.1177/01626434241232117","DOIUrl":"https://doi.org/10.1177/01626434241232117","url":null,"abstract":"Technologies that enable individualization for students have significant potential in special education. Computerized Adaptive Testing (CAT) refers to digital assessments that automatically adjust their difficulty level based on students' abilities, allowing for personalized, efficient, and accurate measurement. This article examines whether CAT performs differently for students with and without special educational needs (SEN). Two simulation studies were conducted using a sample of 709 third-grade students from general and special schools in Germany, who took a reading test. The results indicate that students with SEN were assessed with fewer items, reduced bias, and higher accuracy compared to students without SEN. However, measurement accuracy decreased, and test length increased for students whose abilities deviated more than two SD from the norm. We discuss potential adaptations of CAT for students with SEN in the classroom, as well as the integration of CAT with AI-supported feedback and tailored exercises within a digital learning environment.","PeriodicalId":46468,"journal":{"name":"Journal of Special Education Technology","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2024-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139857359","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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