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This study presents findings from an investigation of student response systems (SRS) in an undergraduate preservice teacher education classroom to investigate the impact of SRS use during lecture on the topic of learning disabilities (LDs). Participants were randomly assigned to the SRS group, a written response group, or a no response group, and evaluated at pre-and posttest for content knowledge, during lecture for reading accountability and engagement, at posttest regarding satisfaction with the learning experience, and following lecture, participants were asked to respond to a case study of a student with LD. Findings indicated that all participants performed significantly better at posttest on the measure of content knowledge, with no significant differences between groups. On the during lecture measure of engagement, students in the written response group outperformed peers in the SRS group on reading accountability items, but students in the SRS group demonstrated significantly better understanding of content and reported higher efficacy for their learning in comparison with peers. Participants were satisfied with the learning experience created by SRS use and reported that it improved their accountability for reading, increased their engagement with content, and that given a choice, they would prefer to use SRS in future classes. However, in response to the case study, relatively low percentages of participants were able to generate viable suggestions for evidence-based practices that could improve academic and social outcomes for students with LD like the case student. Future research should further investigate the impact of SRS on learning and transfer.

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BACKGROUND: Although students with disabilities are entitled to receive appropriate public education, a concern arises regarding the loss of learning during the summer and other breaks during the regular school year. This issue is intensified for children with disabilities due to the increased time needed to master a skill. OBJECTIVE: The purpose of the study was to perform a comparative cost analysis between video-based instruction and an extended school year to maintain the vocational skills of students with Autism Spectrum Disorder (ASD). METHODS: Utilizing the ingredient method to determine the cost of an education activity, the researchers determined the costs of video-based instruction and extended the school year to maintain vocational skills and infer the benefits of using video-based instruction for the school and for the participant with ASD. RESULTS:The results of the analysis indicated that the cost for the extended school year was $3,729.87 and the cost for the video-based instruction was $1,529.29, providing significant savings. CONCLUSION: Although video-based instruction cannot replace the value and importance of actual paid work experiences for employees with ASD, it can be used as an adjunct to in vivo instruction to speed skill acquisition, increase independence of the employee while on the job, and hopefully result in a reduction of or need for hired supportive personnel.

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