Literaturnachweis - Detailanzeige
| Autor/inn/en | McKissick, Bethany R.; Davis, Luann Ley; Spooner, Fred; Fisher, Larry B.; Graves, Carlie |
|---|---|
| Titel | Using Computer-Assisted Instruction to Teach Science Vocabulary to Students with Autism Spectrum Disorder and Intellectual Disability |
| Quelle | In: Rural Special Education Quarterly, 37 (2018) 4, S.207-218 (12 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 8756-8705 |
| DOI | 10.1177/8756870518784270 |
| Schlagwörter | Science Instruction; Vocabulary Development; Teaching Methods; Intellectual Disability; Autism; Rural Education; Special Education; Computer Assisted Instruction; Preservice Teacher Education; Faculty Development; Barriers; Pervasive Developmental Disorders; Intervention; Middle School Students; Instructional Effectiveness; Scientific Concepts; Adults; Wechsler Adult Intelligence Scale Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Wortschatzarbeit; Teaching method; Lehrmethode; Unterrichtsmethode; Intellect; Disability; Disabilities; Verstand; Behinderung; Autismus; Ländliche Erwachsenenbildung; Special needs education; Sonderpädagogik; Sonderschulwesen; Computer based training; Computerunterstützter Unterricht; Lehramtsstudiengang; Lehrerausbildung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Unterrichtserfolg |
| Abstract | Rural special educators face unique challenges in providing high quality special education services, especially when teaching grade-aligned science content. Computer-assisted instruction (CAI) is one strategy that has the potential to address two major challenges (i.e., a lack of preservice training and limited professional development opportunities) in providing grade-aligned content instruction with fidelity. This study investigated the use of a CAI intervention package to teach three middle school students with autism spectrum disorder and intellectual disability the structure and function of five key elements of an amoeba. Results showed a functional relation between the number of correct responses made during probe sessions and introduction of the CAI intervention. Implications for practice and suggestions for future research are also discussed. (As Provided). |
| Anmerkungen | SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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