Brief Report: Learning Via the Electronic Interactive Whiteboard for Two Students with Autism and a Student with Moderate Intellectual Disability.
The effects of a multicomponent intervention (a self-operated video modeling and self-monitoring delivered via an electronic interactive whiteboard (IWB) and a system of least prompts) on skill acquisition and interaction behavior of two students with autism and one student with moderate intellectua...
| Publicado en: | Journal of Autism & Developmental Disorders Vol. 43; no. 6; pp. 1465 - 1473 |
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| Autores principales: | , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Springer Nature
Jun2013
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=104172357&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 104172357 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 01623257 AUT jtl: Journal of Autism & Developmental Disorders issn: 01623257 maglogo: N pubinfo: dt: Jun2013 vid: 43 iid: 6 pid: 237 pub: Springer Nature place: New York, New York artinfo: ui: 104172357 87819799 10.1007/s10803-012-1682-x NLM23080208 104172357 ppf: 1465 ppct: 8 formats: fmt: @attributes: type: P tig: atl: Brief Report: Learning Via the Electronic Interactive Whiteboard for Two Students with Autism and a Student with Moderate Intellectual Disability. aug: au: Yakubova, Gulnoza Taber-Doughty, Teresa affil: Department of Educational Studies, Purdue University, 100 N University Street West Lafayette 47907-2098 USA sug: subj: Autism Spectrum Disorder Physiopathology Developmental Disabilities Physiopathology Learning Methods Evaluation Educational Technology Utilization Human Male Female Adolescence Adult Audiovisuals Task Performance and Analysis Interrater Reliability Adaptation, Psychological Adolescent: 13-18 years Adult: 19-44 years Male Female ab: The effects of a multicomponent intervention (a self-operated video modeling and self-monitoring delivered via an electronic interactive whiteboard (IWB) and a system of least prompts) on skill acquisition and interaction behavior of two students with autism and one student with moderate intellectual disability were examined using a multi-probe across students design. Students were taught to operate and view video modeling clips, perform a chain of novel tasks and self-monitor task performance using a SMART Board IWB. Results support the effectiveness of a multicomponent intervention in improving students' skill acquisition. Results also highlight the use of this technology as a self-operated and interactive device rather than a traditional teacher-operated device to enhance students' active participation in learning. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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