A Theoretical Rationale for using the Individualized Meaning-centered Approach to Braille Literacy Education with Students who have Mild to Moderate Cognitive Disabilities

Wormsley, Diane P.

doi:10.1177/0145482x1110500309

Cited by 12 publications

(10 citation statements)

References 9 publications

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“…The foundation of approaching literacy from a functional standpoint is the use of words that are functional and meaningful to the student (Wormsley, 2004). Wormsley (2011) promotes a functional approach to braille literacy that teaches vocabulary words that "spark excitement, engagement, and emotion in students" (p. 147). If teachers select words that are engaging, students are more motivated to learn and use the words (Wormsley, 2004).…”

mentioning

confidence: 99%

“…If teachers select words that are engaging, students are more motivated to learn and use the words (Wormsley, 2004). Although Wormsley (2004;2011) provides a framework for teaching braille to students with intellectual disabilities and atrisk braille readers, specific, evidence-based teaching strategies to promote efficient reading of highly motivating words within the functional approach are needed.…”

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confidence: 99%

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Using Constant Time Delay to Teach Braille Word Recognition

Hooper¹,

Ivy

Hatton

2014

Journal of Visual Impairment & Blindness

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Introduction Constant time delay has been identified as an evidence-based practice to teach print sight words and picture recognition (Browder, Ahlbrim-Delzell, Spooner, Mims, & Baker, 2009). For the study presented here, we tested the effectiveness of constant time delay to teach new braille words. Methods A single-subject multiple baseline across behaviors design was used to investigate the use of constant time delay to teach recognition of highly motivating braille words to four students with visual impairments and intellectual disabilities. Results Each participant learned all words taught (9–12 words each). A functional relation was demonstrated for all four participants by immediate changes in trend from baseline to intervention. Discussion This is the first published report of the successful use of constant time delay to teach braille word recognition to students with visual impairments and intellectual disabilities. An attending cue was introduced into the procedures for students with a low number of unprompted correct responses, and results were positive. Possible sources of variability in word retention are discussed. Implications for practitioners Results suggest constant time delay can be adapted and implemented with braille readers in typical teaching environments.

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confidence: 99%

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confidence: 99%

Using Constant Time Delay to Teach Braille Word Recognition

Hooper¹,

Ivy

Hatton

2014

Journal of Visual Impairment & Blindness

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“…Wormsley (2011) developed an approach to braille reading instruction for children with mild cognitive disabilities called the Individualized Meaning-centered Approach to Braille Literacy Education (I-M-ABLE). This approach focuses on key vocabulary instruction using highly motivating words, phonics, contractions, and teaching efficient hand use.…”

Section: Braille Readingmentioning

confidence: 99%

Reading Comprehension for Braille Readers

Savaiano

Compton

Hatton

2014

Current Issues in the Education of Students With Visual Impairments

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“…Approximately 39% to 68% of students with uncorrectable VI have additional disabilities (Hatton, Ivy, & Boyer, 2013;Hatton, Schwietz, Boyer, & Rychwalski, 2007;Kong, Fry, Al-Samarraie, Gilbert, & Steinkuller, 2012). Research has shown that the presence of additional disabilities places students with VI at even greater risk for becoming nonreaders (Wormsley, 2011). Despite the apparent literacy gap between sighted peers and students with VI, literacy goals for students with VI should be comparable to those of their sighted peers.…”

Section: Introductionmentioning

confidence: 99%

Using e-mail as performance feedback to teach paraprofessionals to implement constant time delay with braille words

Rhoads

Carter

2021

British Journal of Visual Impairment

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Equipping paraprofessionals to implement evidence-based instructional practices with fidelity can enhance the education of students with visual impairments. We used a multiple probe across participants design to evaluate the ability of paraprofessionals to follow constant time delay procedures with high fidelity when teaching braille words. We delivered performance feedback by e-mail and examined student learning outcomes. All three paraprofessionals achieved 100% correct implementation of constant time delay and maintained this high level of implementation over time. All three students successfully learned the targeted words. The combination of the training and support with e-mail feedback was effective at equipping them to deliver an evidence-based practice. Paraprofessionals affirmed the social validity of the intervention and considered e-mail performance feedback as an easy-to-understand way of receiving much-needed guidance. E-mail feedback is a cost-effective and simple tool for providing constructive feedback, while also ensuring paraprofessionals deliver instruction with high fidelity.

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A Theoretical Rationale for using the Individualized Meaning-centered Approach to Braille Literacy Education with Students who have Mild to Moderate Cognitive Disabilities

Cited by 12 publications

References 9 publications

Using Constant Time Delay to Teach Braille Word Recognition

Using Constant Time Delay to Teach Braille Word Recognition

Reading Comprehension for Braille Readers

Using e-mail as performance feedback to teach paraprofessionals to implement constant time delay with braille words

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