The purpose of this study is to investigate class-wide effects using an A-B-A-B reversal design, examining the effectiveness of sensory balls in comparison to classroom chairs in a special education classroom. Students' on-task and out-of-seat behaviour were measured using behaviour observation ratings. The writing productivity were measured using Kurikulum Standard Sekolah Rendah Pendidikan Khas. Participants in the study consist of eight students with learning disabilities (ADHD and ASD). During baseline, students were seated on their traditional classroom chairs. During the intervention periods, typical classroom seating were replaced with sensory balls. The students undergo a maintenance phase similar to baseline phase and their behaviour as well writing productivity were observed. Sensory balls showed favourable improvements over baseline both on-task (overall mean baseline M=43.70) relative to intervention (M=59.55) and out of seat behaviour more effective than chairs with greater variability (overall mean baseline M=3.79, intervention M=2.40). Results also demonstrated slight improvement in writing productivity with accuracy over the course of the study and were comparable for both types of seating. Social validity measures indicated moderate levels of acceptability of sensory balls in the classroom among the students. The study is fundamental for many students in the special education classroom who encounters difficulties to outlet their energy (slight bouncing), and increase the amount of time they are able to focus. Therefore, this study is beneficial in special education classroom with students of different disabilities and diagnoses. Future research direction on sensory-motor activities may expand the relationship between the use sensory integration materials in special need classroom and its outcome on the students functioning and development.
The purpose of this study is to investigate effects of background music on the attention span of ADHD preschoolers using an A-B-A-B reversal design. Students' attention span were compared base on the ability to complete sole puzzle play. The attention span was firstly measured in terms of the accuracy of the puzzle pieces filled as well the speed t complete the puzzles play. The next analysis involves the occurrences of attention span in terms of students' behavior. A particular checklist served as the instrument to measure the occurrences of students' attention span behaviour. The total occurrence of targeted behaviours were counted and divided by the total number of intervals during each session lasting for thirty minutes. Participants in the study consist of two preschoolers diagnosed with Attention Deficit Hyperactive Disorder (ADHD). Participants attention span behavior were measured individually during each phase while solitary puzzle play commences. Participants were exposed to background music during the intervention phases as the intervention to their inattention deficits. Overall findings show that music effectively increases the attention span of ADHD preschoolers across time. The increasing mean scores were more significant during the second cycle of intervention phase for both participants. The finding implies that the use of music may serve as a remediating approach for intervening ADHD children. The findings also shows that the inattentive deficits of ADHD children may be promptly attended, thus the executive function of these children may effectively results in academic success and meaningful learning experiences.
An exploratory use of adaptive technology particularly Digital Electronic Textbooks (DETB) with Screen Reading Programmes (SRP) amongst visually impaired students at tertiary education institutions in Malaysia. Visual blindness is among the disabilities that can adversely affect the learning of a student enrolled in a tertiary education institution. As such, adaptive technology devices have become essential tools for students with visual impairments. The purpose of this qualitative study is to explore, describe, and interpret the experiences of students with visual impairments in using Digital Electronic Textbooks (DETB) with Screen Reading Programme (SRP) to assist their learning. The study is looking at what factors influence students with visual impairments to adopt or reject DETB with SRP. This is a qualitative study which involves the method of interview and observation. Finding shows that functionalities of certain adaptive technologies may influence the visually impaired students preference in adopting such devices. Meanwhile, all the direct benefits of the adaptive technology of DETB with SRP such as handy, portable, enhance reading understanding as well as support from parents, university administrators and lecturers, are among direct connection to the adoption. The main factors that negatively affected the adoption of DETB with SRP identified are the scarcity of DETB and accessibility conundrums such as graphics and images. Lack of familiarity and knowledge about the execution of DETB with SRP effectively is another influencing factor.
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