Technology and Transition in the 21st Century

Kellems, Ryan O.; Grigal, Meg; Unger, Darlene; Simmons, Thomas J.; Bauder, Debra; Williams, Caroline

doi:10.1177/0040059915588089

Cited by 10 publications

(13 citation statements)

References 17 publications

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“…Given the range of disabilities potentially present in a middle school classroom, accessibility is critical for technology to be effective (Kellems et al, 2015). For example, a tool that relies on the ability to read may be difficult for a student who does not read or an individual who has a visual impairment.…”

Section: Accessibility and Age-appropriatenessmentioning

confidence: 99%

Promoting College and Career Readiness With Middle School Youth With Disabilities: Lessons Learned From a Curriculum Development Project

Grigal

Cooney

Hart

2018

Career Development and Transition for Exceptional Individuals

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Engagement and academic success in middle school is critically important to ensure students with disabilities complete high school and have a viable path to and through postsecondary education. Although most middle school students say they want to pursue postsecondary education or training, a significant proportion are not actively engaged in college and career readiness (CCR) activities in middle school. This transition in practice article highlights the importance of early CCR instruction for middle school youth with and without disabilities. Lessons learned from developing an online CCR curriculum and implementing it with middle school youth in inclusive middle school settings will be shared. Access to and comfort with technology, the need for age-appropriate content, and strategies for universally designed curriculum will be addressed. Recommended practices and available resources will be offered to expand educator focus on CCR with middle school youth with a wide range of disabilities.

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Section: Accessibility and Age-appropriatenessmentioning

confidence: 99%

Promoting College and Career Readiness With Middle School Youth With Disabilities: Lessons Learned From a Curriculum Development Project

Grigal

Cooney

Hart

2018

Career Development and Transition for Exceptional Individuals

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“…The models may be peers, educators, family members, or the learners themselves. After watching the model complete the entire action, learners imitate the target behavior (Kellems et al 2015). Similarly, video prompting uses videos to teach modeled behaviors (Cannella-Malone et al 2011); however, for video prompting, the task is broken into segments.…”

Section: Introductionmentioning

confidence: 99%

Does the Noise Matter? Exploring Salient Audio Components in Video Prompting Interventions

Kellems

Sabey

Hansen

et al. 2017

Adv Neurodev Disord

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This study evaluates the impact background noise has on teaching functional skills to six adults with disabilities using video prompting. A single-subject multiple probe across behaviors with an embedded alternating treatment design was used to implement this study. Two versions of the video were created and alternated during intervention: one with significant auditory distractors, and one without. The independent variable was the iPad video prompting intervention, which involved the instruction of four functional skills. The dependent variable was the percentage of steps completed by the student correctly and independently. Tau-U effect sizes showed a large effect size for the overall VP intervention with a very small difference between conditions. All six participants showed immediate and significant growth after the video intervention. Results showed the presence of audio distractions did not affect the efficacy of the intervention.

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“…), and (2) high-technology (e.g., computers, mobile phones, tablets, smart watches, software, and apps (Wendt & Lloyd, 2011). Recent high-tech devices such as mobile phones, tablets, and smartwatches enable students with disabilities to learn, improve or maintain independent living skills without being conspicuous (Kellems, et al, 2015). Instruction in postsecondary programs for students with ASD and IDD can be supported through the use of technology.…”

Section: Assistive Technologymentioning

confidence: 99%

“…(Sect 2, Assistive Technology Act of 2004). Therefore, common tools such as smartphones, tablets, and MP3 players can be considered as assistive technology devices, and the majority of postsecondary students have at least one of these tools (Kellems et al, 2015). Students with ASD and or IDD can take advantage of these tools in self-determination, daily living, academic, employment, and recreation and leisure activities.…”

Section: Assistive Technologymentioning

confidence: 99%

“…Students with ASD and or IDD can take advantage of these tools in self-determination, daily living, academic, employment, and recreation and leisure activities. The benefits of these tools can include the following: (1) providing virtual practices for desired postsecondary skills, and (2) supporting students' vocational performance (Kellems et al, 2015). See Appendix B for a glossary with further definitions.…”

Section: Assistive Technologymentioning

confidence: 99%

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Systematic review of assistive technology-based instruction for postsecondary students with developmental disabilities

Cakir-Dilek¹

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Technology and Transition in the 21st Century

Cited by 10 publications

References 17 publications

Promoting College and Career Readiness With Middle School Youth With Disabilities: Lessons Learned From a Curriculum Development Project

Promoting College and Career Readiness With Middle School Youth With Disabilities: Lessons Learned From a Curriculum Development Project

Does the Noise Matter? Exploring Salient Audio Components in Video Prompting Interventions

Systematic review of assistive technology-based instruction for postsecondary students with developmental disabilities

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