Independence is the ultimate goal for students with disabilities, including secondary students with autism. One avenue targeted for increasing independence and decreasing prompt-dependency is through self-monitoring. In this study, investigators sought to determine whether a difference exists in levels of task independence when three students with autism complete food preparation tasks while self-monitoring using a low-tech treatment (paper/pencil) and high-tech treatment (iPad). Although both interventions decreased the need for prompting thereby increasing independence, students needed less assistance when using the iPad. Students also maintained their levels of independence in food preparation following summer vacation. Social validity interviews indicated students preferred self-monitoring with the iPad over the paper/pencil.

Dave Schleppenbach gh, LLCDespite the promise of supported eText (or digital text) for the education of students with visual impairments, there is little research on this topic in general and even less in the domain of mathematics. Using a qualitative approach, this study explored the current system used by students with visual impairments to access algebra and the impact of a supported eText player (ReadHear™) on their access to and understanding of algebraic expressions. The findings suggested that students were successful with using the technology to access and understand algebraic expressions. The findings also indicated that efficiency and individualization were key aspects to students' use of and appreciation for the tool, which differs from students' traditional means of accessing mathematics. Additional research is needed to understand how supported eText compares to traditional methods that students with visual impairments use to access text and how this technology can be used in the mathematics classroom.

Text-to-speech (TTS) technology holds promise as a compensatory tool for adolescents with learning disabilities in accessing grade-level expository text. A multiple-baseline-across-participants design examined the effectiveness of TTS on oral reading fluency, comprehension, and task completion time for two males and one female with reading disabilities in a Midwest junior high school. TTS did not affect students' fluency, comprehension, or task completion time, although social validity interviews revealed that each student valued the independence and efficiency TTS provided. Students believed they comprehended fully, read more fluently, and finished the reading task more quickly with TTS than without it. Limitations and implications for future research are addressed in this article.

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