Effects of Computer-Assisted Instruction on Students’ Knowledge of Postschool Options

Mazzotti, Valerie L.; Test, David W.; Wood, Charles L.; Richter, Sharon

doi:10.1177/0885728809338714

Cited by 12 publications

(6 citation statements)

References 24 publications

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“…Eleven of the 17 research studies that focus on assistive technology used students with an intellectual disability and 41% of those studies were published in Education and Training in Autism and Developmental Disabilities . Multiple articles examined the use of computer-assisted instruction (CAI) to improve involvement in self-directed individualized education programs (IEPs; Kelley, Bartholomew, & Test, 2013), knowledge of postschool options (Mazzotti, Test, Wood, & Richter, 2010), and comprehension of transition planning for parents of young adults with a disability (Rowe & Test, 2010). Several articles evaluated handheld devices to improve independent living skills.…”

Section: Resultsmentioning

confidence: 99%

Transition Trends Associated with Topic Focus Since 1990: A Literature Review

Cushing

Parker-Katz

Athamanah

et al. 2019

Remedial and Special Education

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A systematic review of transition literature was conducted on 743 articles published in 22 special education journals from 1990 to 2015. Demographic data and topics of transition-related articles were coded to identify the trends in transition literature. Results found only 4.1% of articles in those journals focused on transition. Student participants were primarily White males with a specific learning disability or intellectual disability. Key topics of transition (e.g., self-determination, transition planning) were supported by several studies in the literature. Yet, crucial topics (e.g., transportation skills, interagency collaboration) contained little research support. A summary of the current trends in transition research and implications for future research are discussed.

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Section: Resultsmentioning

confidence: 99%

Transition Trends Associated with Topic Focus Since 1990: A Literature Review

Cushing

Parker-Katz

Athamanah

et al. 2019

Remedial and Special Education

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“…This study suggests the use of SACD, as a CAI, is a promising transition practice to teach student participation in the IEP planning process (Mazzotti et al, 2013(Mazzotti et al, , 2014NTACT, 2016;Test et al, 2015). Educators seeking to foster their students' self-advocacy skills by using the SACD can take advantage of the shorter teacher time it requires to implement when compared to live instruction format of the strategy, its ability to supplement instruction, and its accessibility to support student use independently (Lancaster et al, 2002;Mazzotti, Test, Wood, & Richter, 2010). However, students in the treatment group improved on their Self-Advocacy Self-Report Total and Question 1 scores following a total instructional time of 7.5 hr across 2 weeks.…”

Section: Implications For Practicementioning

confidence: 94%

Using a Computer-Based Strategy to Teach Self-Advocacy Skills to Middle School Students With Disabilities

Balint-Langel

Woods-Groves

Rodgers

et al. 2019

J Spec Educ Technol

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We examined the effects of a computer-based strategy to develop self-advocacy skills for 15 middle school students with mild and moderate disabilities. A pre- and posttest experimental design with random assignment to treatment and wait-list control groups was employed to investigate changes in student participation and level of self-determination. The strategy addressed essential self-advocacy skills including knowledge of self and communication. Results showed significant differences in favor of the treatment group concerning student participation, as measured by student responses to the Self-Advocacy Self-Report. Generalization data indicated positive results for student participation, as measured by student use of SHARE behaviors, a set of social skills necessary for effective communication, in informal meetings with special education teachers. Implications for practice, limitations, and future research are discussed.

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“…Mazzotti et al (2010) suggested that computer-assisted instruction can be used to increase students' knowledge of post school outcomes and methods for improving post school success.…”

Section: Transitions and Post School Outcomesmentioning

confidence: 99%

Teaching Children with Intellectual Disabilities: Analysis of Research-Based Recommendations

Räty

Kontu

Pirttimaa

2016

JEL

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The purpose of this qualitative study was to produce an overview of topics and practical recommendations that have been presented for teaching for students with intellectual disabilities in educational research articles published from 2000 to 2013. The sample of peer-reviewed research articles considering this topic was selected using a database search of the Educational Resources Information Center (ERIC). To represent the richness of this research area, the topic was purposely left broad, and the outline was made by focusing on the practical implications of research articles. These recommendations were identified, classified, synthesized, and evaluated. The implications for practice and research are presented based on the findings of this study.

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Effects of Computer-Assisted Instruction on Students’ Knowledge of Postschool Options

Cited by 12 publications

References 24 publications

Transition Trends Associated with Topic Focus Since 1990: A Literature Review

Transition Trends Associated with Topic Focus Since 1990: A Literature Review

Using a Computer-Based Strategy to Teach Self-Advocacy Skills to Middle School Students With Disabilities

Teaching Children with Intellectual Disabilities: Analysis of Research-Based Recommendations

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