Applying Systematic Instruction to Teach ELA Skills Using Fictional Novels via an iPad App

Abstract

Increasingly, researchers have successfully identified strategies to promote comprehension to students who are nonreaders. Further research is needed to replicate these promising results. In the current study, we used a multiple probe across participants design to evaluate the effectiveness of an iPad app, which incorporates evidence based practices such as constant time delay and system of least prompts, on the acquisition of targeted vocabulary and comprehension of four middle school students with significant intellectual and developmental disability (SIDD). Findings suggest that the intervention resulted in improved performance across all participants and that some generalization and maintenance of skills was seen. Limitations and implications for practice and future research are discussed.

Color-Coding Print Versus Digital Technology to Teach Functional Community Knowledge to Rural Students With Autism and Complex Communication Needs

“…In addition, the advent of technological innovations has made it possible for special educators to present instruction using various forms of technology (e.g., Mims et al, 2018). The development of these technologies may be especially useful for learners in rural communities because digital materials may be shared across large geographic regions through the internet.…”

Computer-assisted instruction for transparent language reading for K-3 learners with intellectual, developmental and learning disabilities: a systematic review with meta-analysis

“…Notably, the CAI applications have been used for reading instructions in English language for learners with IDLD (Ag elii and Gr€ onlund, 2013;Ahlgrim-Delzell et al, 2016;Wood et al, 2017;Chai, 2017;Mims et al, 2018;Mize et al, 2018;Moody et al, 2018;Stetter, 2018;Vieira et al, 2019;Herring et al, 2019;Allor et al, 2020). For example, Allor et al (2020) used a specific comprehensive computer-based literacy intervention (Friends on the Block) in English for learners with IDD.…”

A Pilot Investigation of an Autonomous Technology-Based Instructional Program for Teaching Sentence Construction to Students With Extensive Support Needs

“…TAII has been ubiquitous in the recent research literature on teaching academic skills to students with severe disabilities across content areas (e.g., Knight, McKissick, & Saunders, 2013; Mims, Stanger, Sears, & White, 2018; Pennington, 2010; Root, Cox, & Gonzalez, 2019) and its increased accessibility has made it a part of the educational experience of many students with complex needs. For example, Mims, Stanger, Sears, and White (2018) taught students to write about text using a digital app. The app presented a digital reading of modified grade level texts and then guided students through the selection of sentences to construct an opinion text.…”