A Retrospective View of Computer-Based Instruction

Okolo, Cynthia M.; Bahr, Christine M.; Rieth, Herbert J.

doi:10.1177/016264349301200101

Cited by 68 publications

(40 citation statements)

References 117 publications

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“…Computer-assisted instruction (CAI) has been used extensively to teach students with disabilities since its emergence in the mid-1970's (Okolo, Bahr, & Rieth, 1993). CAI has been shown to increase motivation, attention, and time on task (Okolo et al), by presenting instruction in an interactive medium with features such as sound, animation, and video recordings.…”

mentioning

confidence: 99%

“…Although demonstrated to be an effective teaching tool, to date, most CAI is used by one student at a time (Okolo et al, 1993). Delivery of instruction in a lab format, shortages of equipment, and the nature of the small computer screen contribute to this individual approach even though research has shown that working on computers can promote social interactions when proper physical and social arrangements are made (Judge, 2001).…”

mentioning

confidence: 99%

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Impact of SMART Board Technology: An Investigation of Sight Word Reading and Observational Learning

Mechling

Gast

Krupa

2007

J Autism Dev Disord

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The effects of SMART Board technology, an interactive electronic whiteboard, and a 3s constant time delay (CTD) procedure was evaluated for teaching sight word reading to students with moderate intellectual disabilties within a small group arrangment. A multiple probe design across three word sets and replicated with three students was used to evaluate the effectiveness of SMART Board technology on: (a) reading target grocery words; (b) matching grocery item photos to target grocery words; (c) reading other students' target grocery words through observational learning; and (d) matching grocery item photos to observational grocery words. Results support use of this tool to teach multiple students at one time and its effects on observational learning of non-target information.

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confidence: 99%

mentioning

confidence: 99%

Impact of SMART Board Technology: An Investigation of Sight Word Reading and Observational Learning

Mechling

Gast

Krupa

2007

J Autism Dev Disord

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“…Unfortunately, it often takes many years to build up an adequate base of research studies to make generalizations. Several notable works inform special education technology efforts: Becker (1991) ;Okolo, Bahr, and Rieth (1988); Woodward and Reith ( 1999) ;Roblyer, Castine, and King ( 1988);and SivinKachala, and Bialo (1995).…”

Section: Single-study Research or Case Studiesmentioning

confidence: 99%

Assistive Technology and Students with Mild Disabilities

Edyburn¹

2017

focusXchild

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The use of technology in special education technology has evolved considerably in the 1990s. Therefore, it is somewhat surprising that literature searches using the descriptors "assistive technology" and "mild disabilities" yield few articles (Behrmann, 1994;Bryant, Bryant, & Raskind, 1998, Raskind, Higgins, Slaff, & Shaw, 1998, book chapters (Okolo, 2000), and conference papers (Edyburn, 1996), given the prevalance of assistive technology and the fact that mild disabilities are high-incidence. Despite the explosion of products and developments in the marketplace, the profession to date, has been slow to recognize the need to integrate state-of-the-art technology into special education programs and services for students with mild disabilities.One possible explanation for the limited attention to assistive technology and mild disabilities is that the area is still in its infancy. This perspective can be supported from a historical viewpoint as well as a policy perspective. Historically, assistive technology devices and services have been associated with individuals who have physical and sensory impairments and moderate or severe needs.As special educators were introduced to assistive technology in the forms of alternative keyboards, switches, and Braille printers, it is understandable that the application of these tools for students with mild disabilities were not readily apparent. New language in the Individuals with Disabilities Education Act (IDEA) Amendments of 1997 (Public Law 105-17) however, now requires that assistive technology be considered when planning the individualized education program (IEP) of all students with disabilities. Thus, the 1997 reauthorization of IDEA serves as a marker event defining a new era relative to mild disabilities and assistive technology.The purpose of this article is to provide an in-depth review of research, policy, and practice relative to the use of assistive technology by students with mild disabilities. It is organized into four sections.1. Given the multidisciplinary nature of assistive technology assessment, we'll begin with a brief overview of the common characteristics of mild disabilities and then examine the potential of technology for individuals with disabilities, with specific attention to assistive technology. 2. Because IEP teams must document their efforts to consider assistive technology for each student, we'll examine the requirement for considering assistive technology along with resources that facilitate the process.Dave Edy burn is with the Department of Exceptional Education, University of Wisconsin-Milwaukee.

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“…One of the participants said: "They have to use pood technology, because I cannot imagine a program like that without having some introductory courses to CALL, for example.' However, simply adding a computer or a course to a classroom or programme in a school has not ensured that the teachers use the technology effectively for the purpose of teaching and learning (Okolo, Bahr and Rieth, 1993).…”

Section: Recommendations and Pedagogical Implicationsmentioning

confidence: 99%