Effects of Systematic Instruction on Listening Comprehension of Science e-Texts for Students with Moderate Intellectual Disability

1 online resource (167 pages) : PDF

2014

University of North Carolina at Charlotte

A multiple probe across participants design was used to examine the effects of systematic instruction (constant time delay and a system of least prompts) on both generating and answering questions about science e-texts for students with moderate intellectual disability. Three elementary aged students with moderate intellectual disability participated in this study. Two special education teachers served as the primary interventionists. The students were pretrained using constant time delay and visual and auditory cues delivered on an iPad2TM to access and navigate e-texts on the Internet. The primary dependent variable was the number of comprehension questions correctly answered after students generated a question and listened to a science e-text. Additional questions examined (a) the students' ability to generate questions both with and without the support of an iPad2TM template, (b) the generalizability of generating questions and answering questions about science e-texts in a general education science setting, and (c) stakeholder perceptions. A functional relationship was demonstrated for both generating questions using an iPad2TM and answering comprehension questions. All three students demonstrated an ability to correctly answer questions by either saying an answer from memory or independently searching the e-text and replaying target text to find the correct answer. A functional relationship also was demonstrated between constant time delay instruction and the points earned accurately generating questions using an iPad2TM.

doctoral dissertations

Special education

Ph.D.

Comprehension
Moderate Intellectual Disability
Science
Systematic Instruction
Technology

Special Education

Browder, Diane

Spooner, Fred
Mraz, Maryann
Flynn, Lindsay
DiBiase, Warren

Thesis (Ph.D.)--University of North Carolina at Charlotte, 2014.

This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s). For additional information, see http://rightsstatements.org/page/InC/1.0/.

Copyright is held by the author unless otherwise indicated.

Wood_uncc_0694D_10572