THE COMPARATIVE EFFECTS OF PRINT VS. DIGITAL TECHNOLOGY ON COMPREHENSION OF FUNCTIONAL COMMUNITY KNOWLEDGE AND ON-TASK BEHAVIOR FOR STUDENTS WITH LOW INCIDENCE DISABILITY

1 online resource (169 pages) : PDF

2018

University of North Carolina at Charlotte

Post-school outcomes in the areas of health, safety, and independent living are poor among students with low incidence disabilities who have complex communication needs. This study examined the comparative effects of print vs. digital technology instruction on participants’ cumulative accuracy of answering WH (who, what, where) functional community knowledge comprehension questions as measured by the percentage of participants’ on-task behavior during print and digital technology instructional sessions with four high school aged students with low incidence disabilities and autism. Using a single-case research, alternating treatments design, participants received instruction using a model-lead-test instructional procedure with color-coded vocabulary words, graphic organizers, and adapted stories following a Fitzgerald Key Format under both print and digital technology instructional conditions. Participants were also explicitly taught, using model-lead-test, how to create three-word sentences using color coded core vocabulary words from each adapted story and graphic organizers following the Fitzgerald Key Format to delineate parts of speech in order to promote comprehension and expressive communication. Results indicated improvement in comprehension for all participants in response to the intervention package. Participants’ percentage of time on-task was higher during print instruction compared to digital instructional conditions. Contributions to the research literature, limitations of the study, recommendations for future research, and implications for practice are discussed.

doctoral dissertations

Special education

Ph.D.

Communication
Complex Communication Needs
Digital Instruction
Fitzgerald Key Format
Severe Disabilities
Technology

Special Education

Spooner, Fred

Wood, Charles
Test, David
Polly, Drew

Thesis (Ph.D.)--University of North Carolina at Charlotte, 2018.

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.

Robertson_uncc_0694D_11831