Evaluating a computer flash-card sight-word recognition intervention with self-determined response intervals in elementary students with intellectual disability.
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. (PsycINFO Database Record
Educational Psychology and Counseling Department, The University of Tennessee.
Samantha
S
Cazzell
Educational Psychology and Counseling Department, The University of Tennessee.
Christopher H
CH
Skinner
Educational Psychology and Counseling Department, The University of Tennessee.
Dennis
D
Ciancio
Department of Counseling, Special Education, and School Psychology, Youngstown State University.
Kathleen
K
Aspiranti
Educational Psychology and Counseling Department, The University of Tennessee.
Tiffany
T
Watson
Educational Psychology and Counseling Department, The University of Tennessee.
Kala
K
Taylor
Educational Psychology and Counseling Department, The University of Tennessee.
Merilee
M
McCurdy
Educational Psychology and Counseling Department, The University of Tennessee.
Amy
A
Skinner
D001296:Audiovisual Aids; D002648:Child; D004519:Education, Special / Q000379:methods*; D005260:Female; D006801:Humans; D008607:Intellectual Disability / Q000534:rehabilitation*; D008297:Male; D011932:Reading; D013334:Students