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

doi:10.1037/spq0000172

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

Educational, School, and Counseling Psychology

Research output: Contribution to journal › Article › peer-review

11 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 language	English
Pages (from-to)	367-378
Number of pages	12
Journal	School Psychology Quarterly
Volume	32
Issue number	3
DOIs	https://doi.org/10.1037/spq0000172
State	Published - Sep 29 2016

Keywords

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

ASJC Scopus subject areas

Education
Developmental and Educational Psychology

Access to Document

10.1037/spq0000172

Cite this

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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.",

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Evaluating a computer flash-card sight-word recognition intervention with self-determined response intervals in elementary students with intellectual disability. / Cazzell, Samantha; Skinner, Christopher H.; Ciancio, Dennis et al.
In: School Psychology Quarterly, Vol. 32, No. 3, 29.09.2016, p. 367-378.

Research output: Contribution to journal › Article › peer-review

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AB - 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.

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

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Keywords

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