Teaching Phonics to Preschool Children with Autism Using Frequency-Building and Computer-Assisted Instruction

O’Brien, Michelle; Tiernan, Aoife Mc; Holloway, Jennifer

doi:10.1007/s10882-017-9581-x

Cited by 5 publications

(3 citation statements)

References 35 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Precision Teaching and its components have produced positive outcomes in various areas such as reading (Cavallini et al 2010;Hughes et al 2007;O'Brien et al 2018), writing (Datchuk et al 2015; and mathematics (Chiesa and Robertson 2000;McTiernan et al 2016;Vostanis et al 2020). One component, however, that has not been evaluated thoroughly is the goal-setting procedures utilized within a Precision Teaching framework.…”

Section: Introductionmentioning

confidence: 99%

Comparing the Minimum Celeration Line and the Beat Your Personal Best Goal-Setting Approaches During the Mathematical Practice of Students Diagnosed with Autism

et al. 2021

View full text Add to dashboard Cite

This study compared two goal-setting approaches found in the Precision Teaching literature, namely the minimum celeration line and the beat your personal best during the mathematical practice of three male students diagnosed with autism, aged 8–9. An adapted alternating treatments design with a control condition was embedded in a concurrent multiple baseline across participants design. Each approach was randomly allocated to either the multiplication/division (×÷) table of 18 or 19, while no approach was allocated to the ×÷14 table that acted as a control. Instruction utilized number families and consisted of (a) untimed practice, (b) frequency-building, (c) performance criteria, (d) graphing, and (e) a token economy. Upon practice completion, an assessment of maintenance, endurance, stability, and application (MESA) was conducted. Participants improved with both conditions and maintained their performance well, while improvements with the control condition were weak. The beat your personal best approach was highlighted as slightly more effective in terms of average performance and more efficient in terms of timings needed to achieve criterion. No differences were identified in terms of learning rate (i.e., celeration) or performance on the MESA. More research is warranted to identify which goal-setting procedure is more appropriate for students in special education.

show abstract

Section: Introductionmentioning

confidence: 99%

Comparing the Minimum Celeration Line and the Beat Your Personal Best Goal-Setting Approaches During the Mathematical Practice of Students Diagnosed with Autism

et al. 2021

View full text Add to dashboard Cite

show abstract

“…Since the 1990s, multimedia assisted instruction [1][2][3][4][5] has been widely used in Colleges and universities all over the country, and has become a new teaching method to replace traditional teaching methods. After more than 20 years of development, multimedia teaching has become more and more complex, and has produced many new teaching methods and methods.…”

Section: Introductionmentioning

confidence: 99%

Application of Multimedia in Psychological Teaching Management

2021

IJFS

View full text Add to dashboard Cite

For the current school education, the proportion of mental health education is increasing. With the promotion of education departments and schools, mental health education is getting more and more popular in schools. However, according to the current social survey, the strength and breadth of mental health education is not enough, and the actual teaching effect in the campus is not ideal. With the popularization and popularization of information and science and technology, multimedia is more and more widely used in various fields, especially in teaching, it can play a key role. It can intuitively present the voice of mental health education in front of students through video, pictures and audio broadcasting, so that students can be as personally as possible, and achieve very effective teaching effect in teaching management. This paper first introduces the main functions and connotations of multimedia teaching, and expounds the multi-faceted application of multimedia teaching; secondly, it expounds the significance of the application of multimedia teaching in psychological teaching management, and states what benefits it will bring to the application of multimedia in psychological teaching management. Finally, it puts forward many suggestions on the application of multimedia in Campus psychology teaching practice. The method of media situational teaching. Through a large number of investigations and interviews, the application of multimedia situational teaching in psychological teaching management proposed in this paper has good effect and practical feasibility, which proves that the application has good operability and student acceptance.

show abstract

“…

…”

mentioning

confidence: 99%

Digital technologies to support young children with special needs in early childhood education and care

2023

OECD Education Working Papers

View full text Add to dashboard Cite

Box 1. Methodology of the literature review EDU/WKP(2023)9  7 For Official Use A child has special education needs if the child has a learning problem or disability that makes it more difficult to learn than most children of their age (nidirect government services, 2022 [1]), with the World Health Organization classifying disability in terms of medical, social and biopsychosocial paradigms (WHO, 2007[2]). According to UNICEF (2022[3]), one in ten children worldwide have disabilities that may hinder their full and effective participation in society on an equitable basis. All children with special needs have the same rights as other children to education and care that caters for them academically, socially, emotionally, physically, and psychologically (Australian Government, 2022[4]; UN, 2022[5]; UNICEF, 2022[3]). To safeguard these rights, inclusive early childhood education and care (ECEC) policies are framed to consider the diversity of children and contexts to ensure all have equitable access to participation and high-quality services. Successful inclusive practices acknowledge the importance of additional assistance in breaking down barriers and supporting children with special needs to actively participate, engage and contribute to all aspects of their lives. Children with special needs may require additional support in opportunities for learning, communication, mobility, interpersonal interactions and relationship building. Educational experiences must be tailored, designed and implemented to meet their unique needs. This review investigates how digital assistive technologies (ATs), as resources in inclusive learning environments, may support young children with learning disabilities and special needs. All children require equitable access to high-quality learning and development opportunities so that they can develop and participate in society in the best ways possible.The use of technology is an increasingly well-established strategy for supporting young children with special needs. An assistive technology device has been defined as "any item, piece of equipment or product system, whether acquired commercially off the shelf, modified or customised, that is used to increase, maintain, or improve functional capabilities of a child with a disability" (IDEA, 2004[6]). Digital technology engagement to support children with learning disabilities is becoming more common, particularly in the later years of education (Perelmutter, McGregor and Gordon, 2017[7]). In early ECEC settings, ATs are designed to support children to improve learning, behaviour, attention and communication (Parette and Stoner, 2008[8]). Assistive technology options have proliferated in recent years, due to the increase in software applications and innovative digital solutions designed to support individuals with special needs alongside increased access to digital technologies. In recent years, research has investigated the appropriation of mainstream technologies, such as digital games, to support children with special needs (e.g. Ringland...

show abstract

Teaching Phonics to Preschool Children with Autism Using Frequency-Building and Computer-Assisted Instruction

Cited by 5 publications

References 35 publications

Comparing the Minimum Celeration Line and the Beat Your Personal Best Goal-Setting Approaches During the Mathematical Practice of Students Diagnosed with Autism

Comparing the Minimum Celeration Line and the Beat Your Personal Best Goal-Setting Approaches During the Mathematical Practice of Students Diagnosed with Autism

Application of Multimedia in Psychological Teaching Management

Digital technologies to support young children with special needs in early childhood education and care

Contact Info

Product

Resources

About