title: Teaching Sight Words to Elementary Students With Intellectual Disability and Autism: A Comparison of Teacher-Directed Versus Computer-Assisted Simultaneous Prompting.
abstract: The purpose of this study was to compare the effects of teacher-directed simultaneous prompting to computer-assisted simultaneous prompting for teaching sight words to 3 elementary school students with intellectual disability. Activities in the computer-assisted condition were designed with Intellitools Classroom Suite software whereas traditional materials (i.e., flashcards) were used in the teacher-directed condition. Treatment conditions were compared using an adapted alternating treatments design. Acquisition of sight words occurred in both conditions for all 3 participants; however, each participant either clearly responded better in the teacher-directed condition or reported a preference for the teacher-directed condition when performance was similar with computer-assisted instruction being more efficient. Practical implications and directions for future research are discussed.
authors.forename: Mari Beth
authors.initials: MB
authors.lastname: Coleman
authors.forename: Rebecca A
authors.initials: RA
authors.lastname: Cherry
authors.forename: Tara C
authors.initials: TC
authors.lastname: Moore
authors.forename: Yujeong
authors.initials: Y
authors.lastname: Park
authors.forename: David F
authors.initials: DF
authors.lastname: Cihak
mesh_terms: D001321:Autistic Disorder / Q000534:rehabilitation*; D002648:Child; D003194:Computer-Assisted Instruction / Q000379:methods*; D004495:Education of Persons with Intellectual Disabilities / Q000379:methods*; D005260:Female; D006801:Humans; D008607:Intellectual Disability / Q000534:rehabilitation*; D008297:Male; D011932:Reading; D063586:Social Validity, Research; D012984:Software; D013334:Students
keywords: computer-assisted instruction; intellectual disability; response prompting; sight words; simultaneous prompting