A Comparison of the Effects of Providing Activity and Material Choice to Children With Autism Spectrum Disorders

Ulke-Kurkcuoglu, Burcu; Kircaali-Iftar, Gonul

doi:10.1901/jaba.2010.43-717

Cited by 42 publications

(14 citation statements)

References 11 publications

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“…Research has shown that allowing for providing learner customization options plays a critical role in improving self‐regulation of students with disabilities thereby facilitating reading outcomes (Wehmeyer, ). Providing students with disabilities with a choice can improve their academic outcomes and motivation (Tiger, Toussaint, & Roath, ; Ulke‐Kurkcuoglu & Kircaali‐Iftar, ). Furthermore, customization enables students to select the most appropriate level of difficulty and makes CAI adaptable for different levels of students with disabilities (Gerard, Spitulnik, & Linn, ; Jeffs, Behrmann, & Bannan‐Ritland, ; Maich, Hall, van Rhijn, & Henning, ).…”

Section: Discussionmentioning

confidence: 99%

Computer‐assisted vocabulary instruction for students with disabilities: Evidence from an effect size analysis of single‐subject experimental design studies

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Park

Moore

2018

Computer Assisted Learning

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The purpose of this study was to synthesize the effectiveness of computer-assisted instruction (CAI) studies aiming to increase vocabulary for students with disabilities in an effort to identify what type of CAI is promising for practice. An extensive search process with inclusion and exclusion criteria yielded a total of 13 single-subject design studies to be included in the present study. Effect sizes were calculated using a percentage of nonoverlapping data (PND). We also analysed instructional features (e.g., visual supports, auditory supports, font/color selection, and corrective and interactive feedback) from the studies that examined effective instructional design features of CAI. Results indicated (a) the highest PND mean was for secondary school-aged learners with disabilities; (b) both tablet-assisted instructions and nontablet-assisted instruction produced high PND (i.e., highly effective); and (c) although the majority of selected studies included visual and auditory supports in CAI for vocabulary, none of the studies provided opportunities for customization (e.g., student selection of colors and fonts). On the basis of the findings, implications for future research and practice are discussed.

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Section: Discussionmentioning

confidence: 99%

Computer‐assisted vocabulary instruction for students with disabilities: Evidence from an effect size analysis of single‐subject experimental design studies

Mize

Park

Moore

2018

Computer Assisted Learning

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“…There is a large body of literature suggesting that structured choice is more appropriate for people with autism than unstructured choice (Tasky et al . ; Ulke‐Kurkcuoglu & Kircaali‐Iftar ; Watanabe & Sturmey ). Therefore, an initial meeting was held in which staff generated a prospective list of topic areas which they felt patients may like to comment on and which linked in with Essence of Care (Department of Health ).…”

Section: Methodsmentioning

confidence: 99%

Bringing ‘patient voice’ into psychological formulations of in‐patients with intellectual disabilities, autism spectrum disorder and severe challenging behaviours: report of a service improvement pilot

Rowe

Nevin

2013

Brit J Learn Disabil

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Accessible summary• It is important to listen to patients' views when they are in hospital.• Sometimes it is difficult for staff to understand what people with intellectual disabilities are saying.• This project tried to include the views of all the patients on an autism services ward. • Some people were easier to understand than others but we managed to listen to everybody. SummaryThis is a report of a service improvement pilot project undertaken at an inpatient autism service for adults with intellectual disabilities and severe challenging behaviours. Within the service, a key facet of the care pathway was the use of a biopsychosocial case formulation. Formulation meetings were led by psychology and involved a full multidisciplinary team and external representation. However, routine invitation of patients was not appropriate due to anxiety and complex communication difficulties. Therefore, the service was looking for alternative ways to incorporate the voices of patients into formulation. This report presents the case studies of four individual patients who were chosen because together they were indicative of the patient profile across the service. The study has demonstrated that it is possible to include patients' voices in their psychological formulation. For those with mild intellectual disabilities and mild autism spectrum disorder, this has been simple and extremely fruitful. For those with severe intellectual disability and severe autism spectrum disorder this has been more resource intensive and the results have been more tentative. Despite this, it has been demonstrated that it is possible to include the voices of all patients to some extent.

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“…In addition, studies have found that support from classmates and friends contributes to reduced bullying (Gantschnig et al, 2011;Falkmer et al, 2015). Teachers can create opportunities for learning in the way they organise and provide teaching (Hemmingsson & Borell, 2002), including their choice and modifications of assignments and material (Ulke-Kurkcuoglu & Kircaali-Iftar, 2010), computer-assisted instruction in maths and reading (Clarfield & Stoner, 2005;Mautone et al, 2005) and by providing individualised support (Bevan-Brown, 2010;Hellberg, 2007;Sciutto et al, 2012;Tippett, 2004;Tobias, 2009). Cultural matters determine for example both explicit (e.g., raising the hand) and implicit rules (e.g.…”

Section: The Interaction Between the Person And The Environment In Scmentioning

confidence: 99%

Support in school and the occupational transition process : Adolescents and young adults with neuropsychiatric disabilities

Baric¹

2016

Linköping University Medical Dissertations

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A Comparison of the Effects of Providing Activity and Material Choice to Children With Autism Spectrum Disorders

Cited by 42 publications

References 11 publications

Computer‐assisted vocabulary instruction for students with disabilities: Evidence from an effect size analysis of single‐subject experimental design studies

Computer‐assisted vocabulary instruction for students with disabilities: Evidence from an effect size analysis of single‐subject experimental design studies

Bringing ‘patient voice’ into psychological formulations of in‐patients with intellectual disabilities, autism spectrum disorder and severe challenging behaviours: report of a service improvement pilot

Support in school and the occupational transition process : Adolescents and young adults with neuropsychiatric disabilities

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