Effects of naturalistic instruction on phonological awareness skills of children with intellectual and developmental disabilities

Hansen, Blake D.; Wadsworth, Jamie P.; Roberts, Mallory R.; Poole, Tawni N.

doi:10.1016/j.ridd.2014.07.011

Cited by 13 publications

(6 citation statements)

References 36 publications

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“…Maintenance data indicated that the students who achieved criterion retained and generalized their skills (Hansen & Morgan, 2008;Morse & Schuster, 2000).…”

Section: Vr Featurementioning

confidence: 99%

“…Results indicate that computer‐based video programs were successful in teaching students how to read aisle signs, locate items, and generalize the behaviors in a novel grocery store (Mechling et al, 2002; Mechling, 2003; Ramdoss et al, 2012). Maintenance data indicated that the students who achieved criterion retained and generalized their skills (Hansen & Morgan, 2008; Morse & Schuster, 2000).…”

Section: Literature Reviewmentioning

confidence: 99%

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Let's go shopping: Virtual reality as a tier‐3 intervention for students with intellectual and developmental disabilities

Simoni

Talapatra

Roberts

et al. 2023

Psychology in the Schools

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Best practices for technology use in academic settings, specifically those preparing students for postsecondary transition (ages 18–21) are not well documented and research studies commenting on the use of technology for acquisition of social and adaptive skills is limited. Literature indicates that students with mild–moderate intellectual and developmental disabilities (IDD) benefit from adaptive‐skills programs and curricula. School psychologists, special educators, and school‐based interventionists are in a unique position to provide adaptive skill services and tier‐3 interventions that are evidence‐based, innovative, and serve the most vulnerable students. This manuscript utilizes a sign‐case design to test the use of virtual reality (VR) as an individualized intervention and teaching modality to a student in a center‐based high school program with IDD. Results yield promising findings, indicating those with IDD may master VR as a tool, learn new skills with VR programming, and generalize those skills to real‐world settings. Further, VR offers unique benefits that can shape the way school interventionists view technology and how innovative practices can be used for students with IDD.

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“…Maintenance data indicated that the students who achieved criterion retained and generalized their skills (Hansen & Morgan, 2008;Morse & Schuster, 2000).…”

Section: Vr Featurementioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Let's go shopping: Virtual reality as a tier‐3 intervention for students with intellectual and developmental disabilities

Simoni

Talapatra

Roberts

et al. 2023

Psychology in the Schools

View full text Add to dashboard Cite

show abstract

“…For children with ID, studies on interventions targeting PA with the explicit goal of improving word recognition ability are sparse. There are some studies showing that these interventions influence measures of PA (Hansen et al, 2014;Van Bysterveldt et al, 2006), but when word recognition is used as an outcome measure the interventions often adopt a more phonics-based approach.…”

Section: Phonemic Awarenessmentioning

confidence: 99%

Effectiveness of Reading Interventions on Word Recognition for Students with Intellectual Disability: A Systematic Review and IPD Meta-analysis of Single Case Experimental Designs

Batinovic,

Hammarsten,

Nilsson

et al. 2024

Preprint

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Background: Reading is an essential skill for participation in society, yet persons with intellectual disabilities (ID) struggle with acquiring functional reading abilities. Recent development in research has shown promising effects of reading interventions on reading. This systematic review and meta-analysis will focus on single-case experimental design (SCED) interventions aiming to enhance word recognition skills among children with ID, reflecting an emergent and important area of research in special education, given the challenges in recruiting large samples. Inclusion Criteria: The review includes intervention studies aimed to improve word recognition abilities among primary school (k-9) students with ID. The interventions reviewed are categorized as phonemic awareness, phonics, fluency, and other, and are included only if aimed explicitly at improving word recognition skills. Study Selection: We will search Scopus, Web of Science, APA PsycInfo, APA PsycArticles and Academic Search Complete, accompanied with the manual searches of journals and referenced studies. Two independent reviewers will conduct screening with conflicts resolved through discussion or a third reviewer. Data Collection: Data on demographics, study design characteristics, intervention details, and outcomes will be extracted manually. Outcome data for word recognition were extracted from visual representations using the juicR data extraction package. Synthesis: Data will be synthesized with a Bayesian individual participant data (IPD) meta-analysis. This approach accommodates the expected small sample sizes in SCED research and allows modeling nuanced criteria of this design to evaluate intervention effectiveness and the explore of heterogeneity across studies.

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“…Auparavant, les interventions en lecture auprès des personnes présentant une DI étaient basées sur la lecture globale des mots, considérée moins exigeante sur le plan cognitif que la lecture par assemblage phonologique. Or, depuis une quinzaine d'années, un corps de recherche grandissant a démontré que les personnes qui présentent une DI étaient en mesure de développer les habiletés de conscience phonologique nécessaires pour l'apprentissage de la lecture phonologique (Hansen, Wadsworth, Roberts, & Poole, 2014;Wood-Fields, Judge, & Watson, 2015).…”

Section: Langage éCritunclassified

Fonctionnement De L’enfant Qui Présente Une Déficience Intellectuelle Et Pistes D’interventions

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Lippé

2017

rqpsy

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Les personnes qui présentent une déficience intellectuelle (DI) ont des atteintes du fonctionnement cognitif, langagier, psychologique et comportemental qui entravent leurs comportements adaptatifs. L’objectif de cet article est de décrire les différentes atteintes des personnes ayant une DI et de suggérer des pistes d’interventions pour chacun des types d’atteintes. Les connaissances actuelles sur l’efficacité de ces interventions chez les personnes qui présentent une DI seront décrites.The goal of this article is to present cognitive, linguistic, psychological and behavioral functioning of individuals with intellectual disability. In addition, guidelines for intervention are presented in order to minimise some difficulties experimented by people living with intellectual disability. A general synopsis of different types of intervention will be made to present the interventions that could be realized to improve cognitive functioning, language, mood, anxiety and some behavioral aspects

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Effects of naturalistic instruction on phonological awareness skills of children with intellectual and developmental disabilities

Cited by 13 publications

References 36 publications

Let's go shopping: Virtual reality as a tier‐3 intervention for students with intellectual and developmental disabilities

Let's go shopping: Virtual reality as a tier‐3 intervention for students with intellectual and developmental disabilities

Effectiveness of Reading Interventions on Word Recognition for Students with Intellectual Disability: A Systematic Review and IPD Meta-analysis of Single Case Experimental Designs

Fonctionnement De L’enfant Qui Présente Une Déficience Intellectuelle Et Pistes D’interventions

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