Using Computer Assisted Instruction to Teach Science Facts to Students with Moderate to Severe Disabilities

Autor/in	Berrong, Amy Ketterer
Titel	Using Computer Assisted Instruction to Teach Science Facts to Students with Moderate to Severe Disabilities
Quelle	(2011), (132 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, University of Kentucky
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3037-6223-9
Schlagwörter	Hochschulschrift; Dissertation; Science Instruction; Computer Assisted Instruction; Skill Development; Teaching Methods; Severe Disabilities; Elementary School Students; Elementary School Science; Communication Skills; Program Effectiveness; Scores; Computer Uses in Education; Educational Technology + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Computer based training; Computerunterstützter Unterricht; Kompetenzentwicklung; Qualifikationsentwicklung; Teaching method; Lehrmethode; Unterrichtsmethode; Severe disability; Schwerbehinderung; Kommunikationsstil; Computernutzung; Unterrichtsmedien
Abstract	Previous research has found the use of computer-assisted instruction (CAI) to be effective in teaching skills to a variety of populations. Students with and without disabilities have been taught a variety of skills including social skills and core academic content using CAI. Students with moderate to severe disabilities (MSD) have been taught a variety of functional skills, including communication skills, using CAI. Teaching students with MSD core academic content using CAI has not been investigated in the literature. This study investigated the ability of 7 elementary students with MSD to learn general education science content using CAI. Three students at one elementary school mastered all three tiers of stimuli, and one student mastered two tiers before the study was concluded due to the end of the school year. Due to the end of the school year, maintenance could not be assessed. One student from another elementary made it to criteria on Tier I. All of the participants' scores at the first mentioned elementary improved from the initial probe data to the final probe data regarding the acquisition of nontargeted information and generalization to real life examples. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01