Evaluating a computer flash-card sight-word recognition intervention with self-determined response intervals in elementary students with intellectual disability

Samantha Cazzell, Christopher H. Skinner, Dennis Ciancio, Kathleen Aspiranti, Tiffany Watson, Kala Taylor, Merilee McCurdy, Amy Skinner

Research output: Contribution to journalArticlepeer-review

9 Scopus citations

Abstract

A concurrent multiple-baseline across-tasks design was used to evaluate the effectiveness of a computer flash-card sight-word recognition intervention with elementaryschool students with intellectual disability. This intervention allowed the participants to self-determine each response interval and resulted in both participants acquiring previously unknown words across all word sets. Discussion focuses on the need to evaluate and compare computer flash-card sight-word recognition interventions with fixed and self-determined response intervals across students and dependent variables, including rates of inappropriate behavior and self-determination in students with intellectual disability.

Original languageEnglish
Pages (from-to)367-378
Number of pages12
JournalSchool Psychology Quarterly
Volume32
Issue number3
DOIs
StatePublished - Sep 29 2016

Keywords

  • Computer-based flash-cards
  • Elementary school
  • Intellectual disability
  • Word reading

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology

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