Comparing Self-Management Strategies Delivered via an iPhone to Promote Grocery Shopping and Literacy

Autor/inn/en	Douglas, Karen H.; Ayres, Kevin M.; Langone, John
Titel	Comparing Self-Management Strategies Delivered via an iPhone to Promote Grocery Shopping and Literacy
Quelle	In: Education and Training in Autism and Developmental Disabilities, 50 (2015) 4, S.446-465 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2154-1647
Schlagwörter	High School Students; Moderate Intellectual Disability; Self Management; Handheld Devices; Telecommunications; Assistive Technology; Daily Living Skills; Literacy; Word Lists; Prompting; Program Effectiveness; Efficiency; Visual Aids; Psychometrics; Intervention; Interrater Reliability; Training; Accuracy; Validity; Computer Assisted Instruction; Educational Strategies + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Selbstmanagement; Telekommunikationstechnik; Alltagsfertigkeit; Alphabetisierung; Schreib- und Lesefähigkeit; Wortliste; Benutzerführung; Effectiveness; Effektivität; Wirkungsgrad; Anschauungsmaterial; Psychometry; Psychometrie; Interrater-Reliabilität; Ausbildung; Gültigkeit; Computer based training; Computerunterstützter Unterricht; Lehrstrategie
Abstract	Four students with moderate intellectual disabilities used electronic lists delivered on an iPhone to assist them in skills related to community-based grocery shopping. An alternating treatments design was used to assist in comparing the effectiveness and efficiency of three different types of lists (Text Only, Audio + Text, and Picture + Text). Data gathered during Experiment 1 indicated that the use of pictorial lists delivered via the iPhone interface appeared to be the most effective and efficient prompting system for all participants. The iPhone based pictorial list prompting system was further evaluated to determine whether or not it would assist students to incidentally learn to read the words after multiple presentations of the picture and text. Data gathered during Experiment 2 indicated that one student learned all of the target words incidentally while another student learned most of the words as a result of using the iPhone based system alone. Two other students required use of a computer-based instructional program with simultaneous prompting to assist them in learning the target words. (As Provided).
Anmerkungen	Division on Autism and Developmental Disabilities, Council for Exceptional Children. DDD, P.O. Box 3512, Fayetteville, AR 72702. Tel: 479-575-3326; Fax: 479-575-6676; Web site: http://daddcec.org/Publications/ETADDJournal.aspx
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01