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 | |
| State | Published - Sep 29 2016 |
Bibliographical note
Publisher Copyright:© 2016, American Psychological Association.
Keywords
- Computer-based flash-cards
- Elementary school
- Intellectual disability
- Word reading
ASJC Scopus subject areas
- Education
- Developmental and Educational Psychology
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