Effectiveness of Cognitive Skills-Based Computer-Assisted Instruction for Students With Disabilities

Weng, Pei Lin; Maeda, Yukiko; Bouck, Emily C.

doi:10.1177/0741932513514858

Cited by 19 publications

(17 citation statements)

References 73 publications

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“…It might be because the studies did not describe the design features of CAI (e.g., customization) even though the tablet apps included the features. As noted in Weng, Maeda, and Bouck (), the CAI research is still sparse and the detailed description on design features of CAI programs was rarely provided.…”

Section: Discussionmentioning

confidence: 99%

Computer‐assisted vocabulary instruction for students with disabilities: Evidence from an effect size analysis of single‐subject experimental design studies

Mize

Park

Moore

2018

Computer Assisted Learning

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The purpose of this study was to synthesize the effectiveness of computer-assisted instruction (CAI) studies aiming to increase vocabulary for students with disabilities in an effort to identify what type of CAI is promising for practice. An extensive search process with inclusion and exclusion criteria yielded a total of 13 single-subject design studies to be included in the present study. Effect sizes were calculated using a percentage of nonoverlapping data (PND). We also analysed instructional features (e.g., visual supports, auditory supports, font/color selection, and corrective and interactive feedback) from the studies that examined effective instructional design features of CAI. Results indicated (a) the highest PND mean was for secondary school-aged learners with disabilities; (b) both tablet-assisted instructions and nontablet-assisted instruction produced high PND (i.e., highly effective); and (c) although the majority of selected studies included visual and auditory supports in CAI for vocabulary, none of the studies provided opportunities for customization (e.g., student selection of colors and fonts). On the basis of the findings, implications for future research and practice are discussed.

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Section: Discussionmentioning

confidence: 99%

Computer‐assisted vocabulary instruction for students with disabilities: Evidence from an effect size analysis of single‐subject experimental design studies

Mize

Park

Moore

2018

Computer Assisted Learning

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“…Weng, Maeda, and Bouck (2014) Hybrid learning increases the contact hours students can have with each other and as a result through interaction they enhance their learning -that through blended learning, students and teachers find the appropriate software and e-learning environment to utilize the communication, collaboration, management and administrative tools to improve language skills‖ (p. 99).…”

Section: Benefits Of Blended Learningmentioning

confidence: 99%

“…Similar findings have been concluded in mathematics, where students perceive higher levels of mathematical computation and overall understanding of concepts in a face-to-face encounter (Krishnan, 2016). Although there is no denying the importance of the physical presence of the teacher and classroom materials, there is substantial research validating the learning gains achieved through virtual, online resources (Weng, Maeda, & Bouck, 2014).…”

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confidence: 99%

The Blended Learning Environment: A Viable Alternative for Special Needs Students

Rivera¹

2017

JETS

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The traditional classroom provides a classical medium for educating students by allowing an open forum of communication between the pupil and teacher. The last twenty-five years have opened a new realm of possibilities in education through the use of technology and virtual supplemental resources, designed to engage learners in all academic levels. As general education and special needs teachers strive to provide the special education student with learning disabilities a constructive, enriching learning experience, the concept of a blended classroom has proven to be successful in achieving this goal. A blended learning environment provides special needs students with a two-fold benefit, a physical, face-to-face teacher of whom to ask questions and seek guidance, in addition to the assets of virtual resources.

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“…A computer‐based program of instruction that provides the necessary and sufficient training to establish complex discrimination could be useful to educators and practitioners who seek to teach these skills. Use of computer‐delivered instruction is increasing in special education programs (for reviews, see Pennington, ; Weng, Maeda, & Bouck, ). Ultimately, an automated, effective program of instruction could be more efficient or economical than a teacher‐led tabletop procedure for certain instructional goals that do not require social interaction.…”

Section: Discussionmentioning

confidence: 99%

A sorting‐to‐matching method to teach compound matching to sample

Farber

Dube

Dickson

2016

J of App Behav Analysis

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Individuals with developmental disabilities may fail to attend to multiple features in compound stimuli (e.g., arrays of pictures, letters within words) with detrimental effects on learning. Participants were 5 children with autism spectrum disorders who had low to intermediate accuracy scores (35% to 84%) on a computer-presented compound matching task. Sample stimuli were pairs of icons (e.g., chair-tree), the correct comparison was identical to the sample, and each incorrect comparison had one icon in common with the sample (e.g., chair-sun, airplane-tree). A 5-step tabletop sorting-to-matching training procedure was used to teach compound matching. The first step was sorting 3 single pictures; subsequent steps gradually changed the task into compound matching. If progress stalled, tasks were modified temporarily to prompt observing behavior. Following the tabletop training, participants were retested on the compound matching task; accuracy improved to at least 95% for all children. This procedure illustrates one way to improve attending to multiple features of compound stimuli.

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Effectiveness of Cognitive Skills-Based Computer-Assisted Instruction for Students With Disabilities

Cited by 19 publications

References 73 publications

Computer‐assisted vocabulary instruction for students with disabilities: Evidence from an effect size analysis of single‐subject experimental design studies

Computer‐assisted vocabulary instruction for students with disabilities: Evidence from an effect size analysis of single‐subject experimental design studies

The Blended Learning Environment: A Viable Alternative for Special Needs Students

A sorting‐to‐matching method to teach compound matching to sample

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