Download or read book iPad Mediated Instructional Strategy iPMIS for Enhancing Reading Skills in Children with Autism A Research Study written by Dr. Anita Paul and published by Blue Rose Publishers. This book was released on 2022-12-06 with total page 220 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Enhancing Learning with the Use of Assistive Technology for Children on the Autism Spectrum written by Tin Fan and published by . This book was released on 2012 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: "The goal of this study is to understand the effective learning of the iPad and the use of the system to assist elementary-age students with learning. The research literature promotes different types of assistive technology used for learning and suggests a few applications to use for the iPad. Four students with autism learned to use an iPad tablet to learn phonics. An empirical approach was used via teacher action research by collecting observation data on students. The purpose of this research was to evaluate the effectiveness of using the iPad in teaching language arts. The data indicated that all participants began learning more independently after the iPad was introduced."--The abstract, p.5.
Download or read book iPad Enhancing Learning and Communication for Students with Special Needs Second Edition written by Brian Friedlander and published by National Professional Resources Inc. This book was released on 2019-01-02 with total page 6 pages. Available in PDF, EPUB and Kindle. Book excerpt: The iPad by Apple is one of the most popular personal computing devices of all time. This tablet (available in several sizes) offers the best combination of features of any tablet on the market. Not only is the iPad now ubiquitous many in homes and in the workplace, but in many schools as well. The device’s ease-of-use, functionality, huge number of available apps, and multisensory design has made it a favorite of educators working with general and special education students. If you are just getting started with the iPad, this reference guide will serve as a valuable resource for learning how to integrate this technology into classroom instruction. It will also will help you pick out some of the leading apps in the marketplace that enhance both learning and communication for students with diverse learning styles and those who have limited functional communication abilities. This revised, second edition (2019) identifies ways of integrating the iPad and education apps into the classroom to reach students with diverse learning styles, including those with special needs such as speech and language delay, executive function disorders, communication impairments, autism spectrum disorder, learning disabilities, attention deficit disorder, cognitive impairments, and multiple disabilities. The authors Identify some of the best apps for enhancing communication development and social skills, and offers guidance on how to use these programs with students;Review the features of the iPad, including built-in accessibility settings, and recommends useful peripherals;Recommend apps that will help students with diverse needs in specific topical areas, including science, reading, writing, math, and social studies/history, as well as organization;Provide 20 practical classroom activities using the iPad.
Download or read book How Do I Teach this Kid to Read written by Kimberly A. Henry and published by Future Horizons. This book was released on 2010 with total page 114 pages. Available in PDF, EPUB and Kindle. Book excerpt: In this book, the award-winning author of the How Do I Teach This Kid? series presents simple instructional strategies for developing early literacy skills in young children with autism.
Download or read book Tap Click Read written by Lisa Guernsey and published by John Wiley & Sons. This book was released on 2015-09-21 with total page 304 pages. Available in PDF, EPUB and Kindle. Book excerpt: A guide to promoting literacy in the digital age With young children gaining access to a dizzying array of games, videos, and other digital media, will they ever learn to read? The answer is yes—if they are surrounded by adults who know how to help and if they are introduced to media designed to promote literacy, instead of undermining it. Tap, Click, Read gives educators and parents the tools and information they need to help children grow into strong, passionate readers who are skilled at using media and technology of all kinds—print, digital, and everything in between. In Tap, Click, Read authors Lisa Guernsey and Michael H. Levine envision a future that is human-centered first and tech-assisted second. They document how educators and parents can lead a new path to a place they call 'Readialand'—a literacy-rich world that marries reading and digital media to bring knowledge, skills, and critical thinking to all of our children. This approach is driven by the urgent need for low-income children and parents to have access to the same 21st-century literacy opportunities already at the fingertips of today's affluent families.With stories from homes, classrooms and cutting edge tech labs, plus accessible translation of new research and compelling videos, Guernsey and Levine help educators, parents, and America's leaders tackle the questions that arise as digital media plays a larger and larger role in children's lives, starting in their very first years of life. Tap, Click, Read includes an analysis of the exploding app marketplace and provides useful information on new review sites and valuable curation tools. It shows what to avoid and what to demand in today's apps and e-books—as well as what to seek in community preschools, elementary schools and libraries. Peppered with the latest research from fields as diverse as neuroscience and behavioral economics and richly documented examples of best practices from schools and early childhood programs around the country, Tap, Click, Read will show you how to: Promote the adult-child interactions that help kids grow into strong readers Learn how to use digital media to build a foundation for reading and success Discover new tools that open up avenues for creativity, critical thinking, and knowledge-building that today's children need The book's accompanying website keeps you updated on new research and provides vital resources to help parents, schools and community organizations.
Download or read book Peer mediated Inference Making Intervention for Students with Autism Spectrum Disorders written by Hyo Jung Koh and published by . This book was released on 2013 with total page 83 pages. Available in PDF, EPUB and Kindle. Book excerpt: Promoting inference skills of students with poor comprehension has been suggested as an effective reading comprehension strategy (Cain & Oakhill; Cain et al., 2001; Oakhill & Yuill, 1986). Empirical studies show that students with autism spectrum disorders (ASD) have demonstrated relatively poor comprehension skills compared to their intellectual level and have shown deficits in inference making. However, teaching them how to make inferences appropriately in written text that may leads to better comprehension performance has not been fully investigated yet (Whalon & Hanline, 2008; Saldana & Frith, 2007). Under the framework of weak central coherence (Happe & Frith, 2006), this study developed peer-mediated inference making intervention: literal and goal inference making training through peer mediation. Peer-mediation was implemented through interdependent group contingency and structured peer interactions. Three elementary school students with ASD and six peers participated in the study. The students with ASD demonstrated a significant discrepancy between ability and reading comprehension. Each target student with ASD was placed in a small group, along with two peers: Three heterogeneous learning groups were composed. A multiple baseline design across participants was implemented (Kazdin, 2011) to assess the effects of peer-mediated inference making intervention on reading comprehension skills and behaviors of three target students with ASD. Participants' Self-evaluation in Reading was examined to evaluate this study's social validity. Three instructors held two, fifty- minute after-school tutoring sessions per week for 12 weeks. After peer-mediated inference making interventions, students with ASD demonstrated score gains on their comprehension quizzes and collateral gains in contingent responses and verbal initiations. Peers at different levels of reading ability also showed gains in their scores. All participants reported promoted Self-evaluation in Reading. Findings from this study suggest that peer-mediated inference making intervention is useful comprehension strategies to promote both comprehension skills and appropriate behaviors of students with ASD. Peers' positive outcomes and instructors' high fidelity support this as a promising instructional approach in inclusive educational settings as well. Thus, this study contributes to the existing literature on effective educational strategies for students with ASD in inclusive educational settings.
Download or read book IPad written by Brian S. Friedlander and published by Dude Publishing. This book was released on 2012 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: A valuable resource for all educators in 21st century classrooms, iPad: Enhancing Learning & Communication for Students with Special Needs, by Brian S. Friedlander and Christine Besko-Maughan, identifies ways of integrating the iPad and education apps into the classroom to reach students with diverse learning styles, including those with special needs such as learning disabilities, Autism Spectrum Disorders, and/or other language or communication disorders.
Download or read book Peer mediated Instruction and Intervention Through Integrated Play Groups Among Preschoolers with Autism written by Sarah Al-Sharif and published by . This book was released on 2020 with total page 244 pages. Available in PDF, EPUB and Kindle. Book excerpt: Teachers play an essential role in providing appropriate classroom interventions for young children with autism spectrum disorder (ASD). It is necessary to discover teachers’ perceptions about these interventions for young children with ASD in order to improve the curricula and standards for working with this population. Peer‐Mediated Instruction and Intervention (PMII) has proven to be a successful evidence-based intervention (EBI) that works to improve the social skills of children with ASD. To date, there is little research that has explored teachers’ perceptions of using PMII. Therefore, this study investigates teachers’ perceptions of the impact of using PMII in Integrated Play Groups (IPG) with particular regard to the social skills development among preschoolers with ASD within general education classrooms. To best capture these perceptions, the study was conducted using a survey research design.
Download or read book Increasing Emergent Literacy Skills in Children with Autism written by Julie Lynnette LaFleur and published by . This book was released on 2006 with total page 180 pages. Available in PDF, EPUB and Kindle. Book excerpt: Examines and rationalizes the instructional strategies used to teach young children with autism early literacy skills using a balanced, multilevel approach to reading. Explores the five domains of reading in a way that brings light to the areas of reading deficits in young children diagnosed with autism. Additionally, attempts to bring the concept of best reading practices to the attention of educators who serve children with autism. The project provides a handbook of literacy activities geared towards children with autism and other developmental disabilities.
Download or read book Effectiveness of the IPad in Enhancing the Mand Repertoire for Children with Autism written by Melissa L. King and published by . This book was released on 2011 with total page 130 pages. Available in PDF, EPUB and Kindle. Book excerpt: The iPad with the Proloquo2Go application has taken the world of autism by storm, and given individuals that do not have a voice, a voice. This study looks at the effectiveness of the iPad with the Proloquo2Go application to enhance the manding repertoire for children with autism. Participants included three children (2 girls and 1 boy) diagnosed with an autism spectrum disorder, or exhibiting characteristics of an autism spectrum disorder, between the ages of 3 and 5. A multiple probe design across participants was used to assess the effectiveness of the iPad. Methods included completing The Reinforcer Assessment for Individuals with Severe Disabilities (RAISD) with the parents and/or teachers of each participant and running a six stimuli preference assessment before implementing each Phase. Pretest probes were conducted before implementing Phases 1 through 4. These phases were comparable to Phases 1 through 4 of the Picture Exchange Communication System (PECS) (Bondy & Frost, 1994). Results of this study support that children with autism can acquire the skills needed to mand using the iPad with the Proloquo2Go application with training comparable to that of the Picture Exchange Communication System (Bondy & Frost, 1994). In addition, vocal requesting increased for the participants during the training phases in comparison to pretest probes.
Download or read book IPad Apps written by Cory Ruppenthal and published by . This book was released on 2016 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: This case study research was conducted to determine if three moderately priced iPad apps could assist children with autism in the area of social skill development. Five participants from Grades 6-12 were selected for this study. The researcher met with each participant three times. After being given a demonstration, each participant was observed using the apps and then asked questions relating to their experiences using them. The researcher and participants discussed the themes of the apps to determine whether the participant comprehended the social situations that were presented. The results of each case study varied based on the cognitive abilities of the participant. All participants had success with at least one app and indicated that they would continue using the apps in the future. More research is needed to determine the true potential of the iPad as a tool for children with autism to enhance their social skills.
Download or read book Using Tablet Computers as Instructional Tools to Increase Task Completion by Students with Autism written by Patricia O'Malley and published by . This book was released on 2013 with total page 27 pages. Available in PDF, EPUB and Kindle. Book excerpt: This single subject design study (ABAB) investigated the effects of using iPads[R] in a classwide academic intervention to increase independent task completion and basic math skills of seven students diagnosed with autism spectrum disorders (ASD) enrolled in a special education school for students with moderate to severe disabilities. An additional purpose of the study was to identify the advantages of and challenges to using iPads[R] for classroom instruction. Traditional basic math instruction was used for the baseline phase, while a basic math skill app on an iPad[R] was used for the intervention phase. Math probes were completed and the results recorded for four to five sessions for each of the four weeks of the study. Data on level of teacher prompting and presence of noncompliant behaviors were collected during every phase. Descriptive and visual analysis techniques were used to analyze the data. Findings expand current knowledge of the use of instructional technology with students with ASD and single subject design to document the effect of evidence-based practices in special education. Results were mixed for math skill development but indicated an increase in independent task completion as demonstrated by a decrease in noncompliant behaviors and teacher prompt levels. Findings suggest iPads[R] can be an effective instructional tool to enhance learning and independence. Contributions, limitations, and future research are presented. (Contains 2 figures and 3 tables.).
Download or read book Strategies to Teach Reading and Improve Comprehension Skills in Children with Autism Spectrum Disorder written by Melissa B. Cruz and published by . This book was released on 2009 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book A Critical Eye on Technology written by Hayley Vininsky and published by . This book was released on 2018 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: "There is recent interest in using iPads to teach children with autism; however, while some interventions using iPads have been supported by research, others remain new and as yet unproven. A review of the literature demonstrates that iOS devices (Apple mobile electronics) have been used for different purposes, such as leisure skills and communication. Despite the importance of teaching academic skills to children with diverse learning needs, very few studies have been conducted examining iOS devices as teaching tools for academics. The present study fills this gap in the literature by investigating the difference in the rate of learning new vocabulary with two teaching tools: image cards and the Stages Learning Cards® iPad application. The principles of applied behaviour analysis, specifically discrete trial training, were used to provide a structured teaching approach to the learning of new vocabulary. To determine teaching tool effectiveness, data were collected on rate of learning, frequency of problem behaviour, children's preference of teaching tool, and generalization of skills. Results suggested that while preferences varied between children, targets taught using image cards were mastered more quickly than those taught with the iPad. These results may aid in supporting and promoting research-based treatment tools for ASD. Keywords: iPad, receptive language, applied behaviour analysis, autism" --
Download or read book Teachers Perspectives of Research based Instructional Strategies and Implementation to Promote Literacy Skills for Students with Autism Spectrum Disorders written by Prasopsuk Y. Pinto and published by . This book was released on 2014 with total page 534 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Utilizing IPads to Enhance Student Engagement in Vocabulary Learning written by Sarah Park and published by . This book was released on 2013 with total page 61 pages. Available in PDF, EPUB and Kindle. Book excerpt: According to research evidence, the relationship between vocabulary and reading proficiency is so powerful that it is a valuable predictor of reading comprehension and academic achievement in the later school years (Scarborough, 2011). The major contributor to reading problem is the vocabulary demand of texts that students are assigned in school (Mckeown, Corsson, Arts, Sandora, & Beck, 2012). National Assessment of Education Progress (National Center for Education Statistics, 2012) stated the essential link between the words students know and students' ability to use those words to understand what they read. Therefore, researchers and educators have both agreed the importance of minimizing vocabulary gaps in order for students to be able to succeed academically and deal with rigorous content (Sparks, 2013). This case study examined the effects of how utilizing an iPad would enhance a student's engagement in vocabulary learning. A third grade student performing below grade level in reading comprehension and vocabulary participated in this study. The research took place at the University of Central Florida, College of Education, Reading Clinic. This research study concentrated on five different iPad applications that focused on enhancing the student's engagement in ways to use the iPad to engage students with vocabulary learning. The data obtained from this research were gathered through pre and post vocabulary test developed by the researcher to assess the student's learning gains. In addition, multiple sources such as attitude pre and post survey, game results, and observations were also collected. At the end of the research, the participant displayed tremendous learning gains in vocabulary. In addition, the researcher concluded that utilizing an iPad significantly enhanced the student's engagement in vocabulary learning.
Download or read book Understanding Emergent Literacy and Improving Reading Comprehension of Preschool Children with Autism Spectrum Disorder and Hyperlexia written by Dianne Macdonald and published by . This book was released on 2021 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: "People with autism spectrum disorder (ASD), a neurodevelopmental disorder characterized by social communication challenges and repetitive patterns of behaviour, are known to have a number of strengths and special interests. Hyperlexia, a term coined by Silberberg and Silberberg (1967) represents both a strength and a special interest for people with ASD. Those with hyperlexia demonstrate a strength in early word reading, alongside an intense special interest in letters and words, from a very early age. However, this strength in early word reading is accompanied by challenges in reading comprehension. The current dissertation had several goals. First, to review the literature on young children with hyperlexia to gain a better understanding of the mechanisms specific to emergent literacy skills that underlie early word reading. A second goal, addressed in the first manuscript (Article 1), was to compare emergent literacy skills of preschool children with ASD and hyperlexia, and ASD without hyperlexia, to their typically developing (TD) peers. Findings from Article 1 indicated that preschoolers with ASD and hyperlexia demonstrate an alternate, non-phonological route to word reading that is unlike their TD peers. This study discusses the implications on teaching practices for teachers, clinicians and parents of young children with ASD and hyperlexia. Subsequently, the main goal addressed in the second manuscript (Article 2) was to evaluate a novel tablet-based, parent-supported, reading comprehension intervention aimed at improving the challenges in reading for meaning associated with hyperlexia from a very early age. The results of this 6-week intervention demonstrated gains in reading comprehension for the group with ASD and hyperlexia as compared to a TD group, and a group with ASD without hyperlexia. In addition, gains in receptive language skills were observed for all groups. Findings from Article 2 suggest a shift from teaching reading comprehension in the later grades to addressing these challenges at the preschool level at the first signs of hyperlexia. This dissertation also adds to a growing body of research that emphasizes a strength-based approach to intervention for those with ASD"--
