Brief report: learning via the electronic interactive whiteboard for two students with autism and a student with moderate intellectual disability.
The effects of a multicomponent intervention (a self-operated video modeling and self-monitoring delivered via an electronic interactive whiteboard (IWB) and a system of least prompts) on skill acquisition and interaction behavior of two students with autism and one student with moderate intellectual disability were examined using a multi-probe across students design. Students were taught to operate and view video modeling clips, perform a chain of novel tasks and self-monitor task performance using a SMART Board IWB. Results support the effectiveness of a multicomponent intervention in improving students' skill acquisition. Results also highlight the use of this technology as a self-operated and interactive device rather than a traditional teacher-operated device to enhance students' active participation in learning.
Department of Educational Studies, Purdue University, 100 N University Street, West Lafayette, IN 47907-2098, USA. gyakubov@purdue.edu
Gulnoza
G
Yakubova
Teresa
T
Taber-Doughty
D000293:Adolescent; D000328:Adult; D001321:Autistic Disorder / Q000534:rehabilitation*; D005260:Female; D006801:Humans; D008607:Intellectual Disability / Q000534:rehabilitation*; D007858:Learning / Q000502:physiology*; D008297:Male; D016896:Treatment Outcome; D014584:User-Computer Interface; D055815:Young Adult