Evaluating a Computer Flash-Card Sight-Word Recognition Intervention With Self-Determined Response Intervals in Elementary Students With Intellectual Disability

SCHOOL PSYCHOLOGY QUARTERLY Pub Date : 2017-09-01 DOI:10.1037/spq0000172

Samantha Cazzell, C. Skinner, D. Ciancio, K. Aspiranti, T. Watson, Kala Taylor, Merilee McCurdy, Amy L. Skinner

引用次数: 15

Abstract

A concurrent multiple-baseline across-tasks design was used to evaluate the effectiveness of a computer flash-card sight-word recognition intervention with elementary-school 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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评价具有自定反应间隔的小学智障学生电脑抽认卡视字识别干预

本研究采用并行多基线跨任务设计来评价计算机闪存卡视觉词识别干预对小学生智力障碍的效果。这种干预允许参与者自我决定每个反应间隔，并导致参与者在所有单词集中获得以前未知的单词。讨论的重点是评估和比较计算机闪存卡视觉词识别干预措施的必要性，这些干预措施在学生和因变量之间具有固定和自主的反应间隔，包括智力残疾学生的不当行为和自决率。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

SCHOOL PSYCHOLOGY QUARTERLY PSYCHOLOGY, EDUCATIONAL-

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期刊介绍： The flagship scholarly journal in the field of school psychology, the journal publishes empirical studies, theoretical analyses, and literature reviews encompassing a full range of methodologies and orientations, including educational, cognitive, social, cognitive behavioral, preventive, dynamic, multicultural, and organizational psychology. Focusing primarily on children, youth, and the adults who serve them, School Psychology Quarterly publishes information pertaining to populations across the life span.