Skip to main content
main-content
Top

Tip

Swipe om te navigeren naar een ander artikel

Gepubliceerd in: Journal of Autism and Developmental Disorders 2/2017

03-11-2016 | Original Paper

Establishing Computer-Assisted Instruction to Teach Academics to Students with Autism as an Evidence-Based Practice

Auteurs: Jenny R. Root, Bradley S. Stevenson, Luann Ley Davis, Jennifer Geddes-Hall, David W. Test

Gepubliceerd in: Journal of Autism and Developmental Disorders | Uitgave 2/2017

Log in om toegang te krijgen
share
DELEN

Deel dit onderdeel of sectie (kopieer de link)

  • Optie A:
    Klik op de rechtermuisknop op de link en selecteer de optie “linkadres kopiëren”
  • Optie B:
    Deel de link per e-mail

Abstract

Computer-assisted instruction (CAI) is growing in popularity and has demonstrated positive effects for students with disabilities, including those with autism spectrum disorder (ASD). In this review, criteria for group experimental and single case studies were used to determine quality (Horner et al., Exceptional Children 71:165–179, 2005; Gersten et al., Exceptional Children 71:149–164, 2005; National Technical Assistance Center on Transition Center 2015). Included studies of high and adequate quality were further analyzed in terms of content, context, and specific instructional practices. Based on the NTACT criteria, this systematic review has established CAI as an evidence-based practice for teaching academics to students with ASD with support from 10 single-case and two group design studies of high or adequate quality. Suggestions for future research and implications for practice are discussed.
Literatuur
go back to reference American Psychological Association. (2010). Publication manual of the American Psychological Association (6th ed.). Washington, DC: American Psychological Association. American Psychological Association. (2010). Publication manual of the American Psychological Association (6th ed.). Washington, DC: American Psychological Association.
go back to reference Anohina, A. (2005). Analysis of the terminology used in the field of virtual learning. Journal of Educational Technology & Society, 8(3), 91–102. Anohina, A. (2005). Analysis of the terminology used in the field of virtual learning. Journal of Educational Technology & Society, 8(3), 91–102.
go back to reference *Bouck, E. C., Satsangi, R., Doughty, T. T., & Courtney, W. T. (2014). Virtual and concrete manipulatives: A comparison of approaches for solving mathematics problems for students with autism spectrum disorder. Journal of Autism and Developmental Disorders, 44, 180–193. CrossRefPubMed *Bouck, E. C., Satsangi, R., Doughty, T. T., & Courtney, W. T. (2014). Virtual and concrete manipulatives: A comparison of approaches for solving mathematics problems for students with autism spectrum disorder. Journal of Autism and Developmental Disorders, 44, 180–193. CrossRefPubMed
go back to reference Browder, D. M., Wakeman, S. Y., Flowers, C., Rickelman, R. J., Pugalee, D., & Karvonen, M. (2007). Creating access to the general curriculum with links to grade-level content for students with significant cognitive disabilities: An explication of the concept. The Journal of Special Education, 41, 2–16. CrossRef Browder, D. M., Wakeman, S. Y., Flowers, C., Rickelman, R. J., Pugalee, D., & Karvonen, M. (2007). Creating access to the general curriculum with links to grade-level content for students with significant cognitive disabilities: An explication of the concept. The Journal of Special Education, 41, 2–16. CrossRef
go back to reference *Coleman, M. B., Hurley, K. J., & Cihak, D. F. (2012). Comparing teacher-directed and computer-assisted constant time delay for teaching functional sight words to students with moderate intellectual disability. Education and Training in Autism and Developmental Disabilities, 47, 280–292. *Coleman, M. B., Hurley, K. J., & Cihak, D. F. (2012). Comparing teacher-directed and computer-assisted constant time delay for teaching functional sight words to students with moderate intellectual disability. Education and Training in Autism and Developmental Disabilities, 47, 280–292.
go back to reference Cook, B. G., & Cook, S. C. (2013). Unraveling evidence-based practices in special education. The Journal of Special Education, 47, 71–82. CrossRef Cook, B. G., & Cook, S. C. (2013). Unraveling evidence-based practices in special education. The Journal of Special Education, 47, 71–82. CrossRef
go back to reference Cooper, J. O., Heron, T. E., & Heward, W. L. (2007). Applied behavior analysis (6th ed.). Upper Saddle River, NJ: Pearson. Cooper, J. O., Heron, T. E., & Heward, W. L. (2007). Applied behavior analysis (6th ed.). Upper Saddle River, NJ: Pearson.
go back to reference Cook, B., Buysse, V., Klingner, J., Landrum, T., McWilliam, R., Tankersley, M., & Test, D. (2014). Council for exceptional children: Standards for evidence-based practices in special education. Teaching Exceptional Children, 46, 6, 206–212. CrossRef Cook, B., Buysse, V., Klingner, J., Landrum, T., McWilliam, R., Tankersley, M., & Test, D. (2014). Council for exceptional children: Standards for evidence-based practices in special education. Teaching Exceptional Children, 46, 6, 206–212. CrossRef
go back to reference *Ganz, J. B., Boles, M. B., Goodwyn, F. D., & Flores, M. M. (2014). Efficacy of handheld electronic visual supports to enhance vocabulary in children with ASD. Focus on Autism and Other Developmental Disabilities, 29, 3–12. CrossRef *Ganz, J. B., Boles, M. B., Goodwyn, F. D., & Flores, M. M. (2014). Efficacy of handheld electronic visual supports to enhance vocabulary in children with ASD. Focus on Autism and Other Developmental Disabilities, 29, 3–12. CrossRef
go back to reference Gersten, R., Fuchs, L. S., Compton, D., Coyne, M., Greenwood, C., & Innocenti, M. S. (2005). Quality indicators for group experimental and quasi-experimental research in special education. Exceptional Children, 71, 149–164. CrossRef Gersten, R., Fuchs, L. S., Compton, D., Coyne, M., Greenwood, C., & Innocenti, M. S. (2005). Quality indicators for group experimental and quasi-experimental research in special education. Exceptional Children, 71, 149–164. CrossRef
go back to reference *Hetzroni, O. E., & Shalem, U. (2005). From logos to orthographic symbols: A multilevel fading computer program for teaching nonverbal children with autism. Focus on Autism and Other Developmental Disabilities, 20, 201–212. CrossRef *Hetzroni, O. E., & Shalem, U. (2005). From logos to orthographic symbols: A multilevel fading computer program for teaching nonverbal children with autism. Focus on Autism and Other Developmental Disabilities, 20, 201–212. CrossRef
go back to reference Horner, R. H., Carr, E. G., Halle, J., McGee, G., Odom, S., & Wolery, M. (2005). The use of single-subject research to identify evidence-based practice in special education. Horner, R. H., Carr, E. G., Halle, J., McGee, G., Odom, S., & Wolery, M. (2005). The use of single-subject research to identify evidence-based practice in special education.
go back to reference Individuals with Disabilities Education Improvement Act of 2004, 20 U.S.C. (2004) §611–614 . Individuals with Disabilities Education Improvement Act of 2004, 20 U.S.C. (2004) §611–614 .
go back to reference *McKissick, B. R., Spooner, F., Wood, C. L., & Diegelmann, K. M. (2013). Effects of computer-assisted explicit instruction on map-reading skills for students with autism. Research in Autism Spectrum Disorders, 7, 1653–1662. CrossRef *McKissick, B. R., Spooner, F., Wood, C. L., & Diegelmann, K. M. (2013). Effects of computer-assisted explicit instruction on map-reading skills for students with autism. Research in Autism Spectrum Disorders, 7, 1653–1662. CrossRef
go back to reference *Moore, M., & Calvert, S. (2000). Brief report: Vocabulary acquisition for children with autism: Teacher or computer instruction. Journal of Autism and Developmental Disorders, 30, 359–362. CrossRefPubMed *Moore, M., & Calvert, S. (2000). Brief report: Vocabulary acquisition for children with autism: Teacher or computer instruction. Journal of Autism and Developmental Disorders, 30, 359–362. CrossRefPubMed
go back to reference No Child Left Behind Act of 2001, Pub. L. No 107–110, 115 Stat. 1425, U.S.C. §§ 6301 (2002, 2006). No Child Left Behind Act of 2001, Pub. L. No 107–110, 115 Stat. 1425, U.S.C. §§ 6301 (2002, 2006).
go back to reference Odom, S. L., Boyd, B. A., Hall, L. J., & Hume, K. (2010). Evaluation of comprehensive treatment models for individuals with autism spectrum disorders. Journal of Autism and Developmental Disorders, 40, 425–436. CrossRefPubMed Odom, S. L., Boyd, B. A., Hall, L. J., & Hume, K. (2010). Evaluation of comprehensive treatment models for individuals with autism spectrum disorders. Journal of Autism and Developmental Disorders, 40, 425–436. CrossRefPubMed
go back to reference Odom, S. L., Collet-Klingenberg, L., Rogers, S. J., & Hatton, D. D. (2010). Evidence-based practices in interventions for children and youth with autism spectrum disorder. Preventing School Failure, 54(4), 275–282. CrossRef Odom, S. L., Collet-Klingenberg, L., Rogers, S. J., & Hatton, D. D. (2010). Evidence-based practices in interventions for children and youth with autism spectrum disorder. Preventing School Failure, 54(4), 275–282. CrossRef
go back to reference Odom, S. L., Thompson, J. L., Hedges, S., Boyd, B. A., Dykstra, J. R., Duda, M. A., … & Bord, A., et al. (2015). Technology-aided interventions and instruction for adolescents with autism spectrum disorder. Journal of autism and developmental disorders, 45(12), 3805–3819. CrossRefPubMed Odom, S. L., Thompson, J. L., Hedges, S., Boyd, B. A., Dykstra, J. R., Duda, M. A., … & Bord, A., et al. (2015). Technology-aided interventions and instruction for adolescents with autism spectrum disorder. Journal of autism and developmental disorders, 45(12), 3805–3819. CrossRefPubMed
go back to reference Panyan, M. V. (1984). Computer technology for autistic students. Journal of Autism and Developmental Disorders, 14, 375–382. CrossRefPubMed Panyan, M. V. (1984). Computer technology for autistic students. Journal of Autism and Developmental Disorders, 14, 375–382. CrossRefPubMed
go back to reference Pennington, R. C. (2010). Computer-assisted instruction for teaching academic skills to students with autism spectrum disorders: A review of literature. Focus on Autism and Other Developmental Disabilities, 25, 239–248. CrossRef Pennington, R. C. (2010). Computer-assisted instruction for teaching academic skills to students with autism spectrum disorders: A review of literature. Focus on Autism and Other Developmental Disabilities, 25, 239–248. CrossRef
go back to reference *Pennington, R. C., Ault, M., Schuster, J. W., & Sanders, A. (2010). Using simultaneous prompting and computer-assisted instruction to teach story writing to students with autism. Assistive Technology Outcomes and Benefits, 7, 24–38 *Pennington, R. C., Ault, M., Schuster, J. W., & Sanders, A. (2010). Using simultaneous prompting and computer-assisted instruction to teach story writing to students with autism. Assistive Technology Outcomes and Benefits, 7, 24–38
go back to reference *Pennington, R. C., Collins, B. C., Stenhoff, D. M., Turner, K., & Gunselman, K. (2014). Using simultaneous prompting and computer-assisted instruction to teach narrative writing skills to students with autism. Education and Training in Autism and Developmental Disabilities, 49, 396. *Pennington, R. C., Collins, B. C., Stenhoff, D. M., Turner, K., & Gunselman, K. (2014). Using simultaneous prompting and computer-assisted instruction to teach narrative writing skills to students with autism. Education and Training in Autism and Developmental Disabilities, 49, 396.
go back to reference *Pennington, R. C., Stenhoff, D. M., Gibson, J., & Ballou, K. (2012). Using simultaneous prompting to teach computer-based story writing to a student with autism. Education and Treatment of Children, 35, 389–406. CrossRef *Pennington, R. C., Stenhoff, D. M., Gibson, J., & Ballou, K. (2012). Using simultaneous prompting to teach computer-based story writing to a student with autism. Education and Treatment of Children, 35, 389–406. CrossRef
go back to reference Purrazzella, K., & Mechling, L. C. (2013). Evaluation of manual spelling, observational and incidental learning using computer-based instruction with a tablet PC, large screen projection, and a forward chaining procedure. Education and Training in Autism and Developmental Disabilities, 48, 218–235. Purrazzella, K., & Mechling, L. C. (2013). Evaluation of manual spelling, observational and incidental learning using computer-based instruction with a tablet PC, large screen projection, and a forward chaining procedure. Education and Training in Autism and Developmental Disabilities, 48, 218–235.
go back to reference Ramdoss, S., Mulloy, A., Lang, R., O’Reilly, M., Sigafoos, J., Lancioni, G., … & El Zein, F., et al. (2011). Use of computer-based interventions to improve literacy skills in students with autism spectrum disorders: A systematic review. Research in Autism Spectrum Disorders, 5, 1306–1318. CrossRef Ramdoss, S., Mulloy, A., Lang, R., O’Reilly, M., Sigafoos, J., Lancioni, G., … & El Zein, F., et al. (2011). Use of computer-based interventions to improve literacy skills in students with autism spectrum disorders: A systematic review. Research in Autism Spectrum Disorders, 5, 1306–1318. CrossRef
go back to reference *Schneider, A. B., Codding, R. S., & Tryon, G. S. (2013). Comparing and combining accommodation and remediation interventions to improve the written-language performance of children with Asperger syndrome. Focus On Autism and Other Developmental Disabilities, 28, 101–114. CrossRef *Schneider, A. B., Codding, R. S., & Tryon, G. S. (2013). Comparing and combining accommodation and remediation interventions to improve the written-language performance of children with Asperger syndrome. Focus On Autism and Other Developmental Disabilities, 28, 101–114. CrossRef
go back to reference *Smith, B. R., Spooner, F., & Wood, C. L. (2013). Using embedded computer-assisted explicit instruction to reach science to students with autism spectrum disorder. Research in Autism Spectrum Disorders, 7, 433–443. CrossRef *Smith, B. R., Spooner, F., & Wood, C. L. (2013). Using embedded computer-assisted explicit instruction to reach science to students with autism spectrum disorder. Research in Autism Spectrum Disorders, 7, 433–443. CrossRef
go back to reference *Spooner, F., Ahlgrim-Delzell, L., Kemp-Inman, A., & Wood, L. A. (2014). Using an iPad2® with systematic instruction to teach shared stories for elementary-aged students with autism. Research and Practice for Persons with Severe Disabilities, 39, 30–46. CrossRef *Spooner, F., Ahlgrim-Delzell, L., Kemp-Inman, A., & Wood, L. A. (2014). Using an iPad2® with systematic instruction to teach shared stories for elementary-aged students with autism. Research and Practice for Persons with Severe Disabilities, 39, 30–46. CrossRef
go back to reference *Spooner, F., Kemp-Inman, A., Ahlgrim-Delzell, L., Wood, L., & Ley Davis, L. (2015). Generalization of literacy skills through portable technology for students with severe disabilities. Research and Practice for Persons with Severe Disabilities, 40, 52–70. CrossRef *Spooner, F., Kemp-Inman, A., Ahlgrim-Delzell, L., Wood, L., & Ley Davis, L. (2015). Generalization of literacy skills through portable technology for students with severe disabilities. Research and Practice for Persons with Severe Disabilities, 40, 52–70. CrossRef
go back to reference *Travers, J. C., Higgins, K., Pierce, T., Boone, R., Miller, S., & Tandy, R. (2011). Emergent literacy skills of preschool students with autism: A comparison of teacher-led and computer-assisted instruction. Education and Training in Autism and Developmental Disabilities, 46, 326–338. *Travers, J. C., Higgins, K., Pierce, T., Boone, R., Miller, S., & Tandy, R. (2011). Emergent literacy skills of preschool students with autism: A comparison of teacher-led and computer-assisted instruction. Education and Training in Autism and Developmental Disabilities, 46, 326–338.
go back to reference U.S. Department of Education (2012). Indicator 5 A, B, and C summary part B SPP/ APR 2011 indicator analyses for FFY 2009, NIUSI-LeadScape. U.S. Department of Education (2012). Indicator 5 A, B, and C summary part B SPP/ APR 2011 indicator analyses for FFY 2009, NIUSI-LeadScape.
go back to reference Wei, X., Jennifer, W. Y., Shattuck, P., & Blackorby, J. (2015). High school math and science preparation and postsecondary STEM participation for students with an autism spectrum disorder. Focus on Autism and Other Developmental Disabilities.doi: 10.​1177/​1088357615588489​. Wei, X., Jennifer, W. Y., Shattuck, P., & Blackorby, J. (2015). High school math and science preparation and postsecondary STEM participation for students with an autism spectrum disorder. Focus on Autism and Other Developmental Disabilities.doi: 10.​1177/​1088357615588489​.
go back to reference *Whalen, C., Moss, D., Ilan, A. B., Vaupel, M., Fielding, P., Macdonald, K., et al. (2010). Efficacy of TeachTown: Basics computer-assisted intervention for the intensive comprehensive autism program in Los Angeles unified school district. Autism: The International Journal of Research and Practice, 14, 179–197. CrossRef *Whalen, C., Moss, D., Ilan, A. B., Vaupel, M., Fielding, P., Macdonald, K., et al. (2010). Efficacy of TeachTown: Basics computer-assisted intervention for the intensive comprehensive autism program in Los Angeles unified school district. Autism: The International Journal of Research and Practice, 14, 179–197. CrossRef
go back to reference Wong, C., Odom, S. L., Hume, K., Cox, A. W., Fettig, A., Kucharczyk, S., … Schultz, T. R. (2014). Evidence-based practices for children, youth, and young adults with Autism Spectrum Disorder. Chapel Hill: The University of North Carolina, Frank Porter Graham Child Development Institute, Autism Evidence-Based Practice Review Group. Wong, C., Odom, S. L., Hume, K., Cox, A. W., Fettig, A., Kucharczyk, S., … Schultz, T. R. (2014). Evidence-based practices for children, youth, and young adults with Autism Spectrum Disorder. Chapel Hill: The University of North Carolina, Frank Porter Graham Child Development Institute, Autism Evidence-Based Practice Review Group.
go back to reference Wood, L., Thompson, J., & Root, J. R. (2015). Development of academic skills in childhood. In D. Zager, D. Cihak & A. K. Stone-MacDonald (Eds.) Autism spectrum disorders: Identification, education, and treatment (4th ed.). New York, NY: Routledge. Wood, L., Thompson, J., & Root, J. R. (2015). Development of academic skills in childhood. In D. Zager, D. Cihak & A. K. Stone-MacDonald (Eds.) Autism spectrum disorders: Identification, education, and treatment (4th ed.). New York, NY: Routledge.
Metagegevens
Titel
Establishing Computer-Assisted Instruction to Teach Academics to Students with Autism as an Evidence-Based Practice
Auteurs
Jenny R. Root
Bradley S. Stevenson
Luann Ley Davis
Jennifer Geddes-Hall
David W. Test
Publicatiedatum
03-11-2016
Uitgeverij
Springer US
Gepubliceerd in
Journal of Autism and Developmental Disorders / Uitgave 2/2017
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432
DOI
https://doi.org/10.1007/s10803-016-2947-6