Effects of Computer-Based Cognitive Mapping on Reading Comprehension for Students with Emotional Behavior Disorders

Blankenship, Tracy; Ayres, Kevin M.; Langone, John J.

doi:10.1177/016264340502000202

Cited by 40 publications

(56 citation statements)

References 8 publications

(9 reference statements)

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“…However, the effectiveness of hypermedia enhancements over an extended period of time cannot be determined due to the short duration of this study. Blankenship, Ayers, and Langone (2005) studied the effect of computer-based cognitive mapping on reading comprehension of three 9th graders with EBD. The students used the computer program Inspiration for creating cognitive maps of the material they read.…”

Section: Readingmentioning

confidence: 99%

Research on Computer-Mediated Instruction for Students with High Incidence Disabilities

Fitzgerald

Koury

Mitchem

2008

Journal of Educational Computing Research

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In this literature review, the effects of computer-mediated instruction on the learning of students with mild and moderate disabilities are synthesized from 1996 onward that extends our previously published synthesis for the period 1987-1995. Empirically based findings are reviewed and discussed in the basic skills areas of reading, writing, and mathematics, as well as in the content areas of social studies and science. Results are interpreted and discussed regarding traditional teaching methodologies in special education as well as changes in the instructional ecology and expectations for students created by the inclusion movement and reforms in general education. Limitations found in the reviewed studies are described and future directions for research in special education technology for students with high incidence disabilities are identified.During the last two decades, special educators have adapted and evaluated computer-mediated instruction (CMI) to assist students with disabilities. Early research efforts focused primarily on the benefits of computer software for the mildly handicapped and adaptive devices for those with physical and sensory 201

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Section: Readingmentioning

confidence: 99%

Research on Computer-Mediated Instruction for Students with High Incidence Disabilities

Fitzgerald

Koury

Mitchem

2008

Journal of Educational Computing Research

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“…Fitzgerald (2005) found that the use of technology in the classroom environment related to core subject areas resulted in higher academic performance on outcome measures and higher perception of engagement on the part of the teacher. Blankenship, Ayres, and Langone (2005) found that the use of computer-based cognitive mapping resulted in substantial increases in students reading comprehension levels after intervention. With the lack of engagement of students with EBD being correlated to a lack of academic achievement , technology may be a variable that can increase student engagement with school, eventually leading to higher outcomes (Cumming et al, 2008;Fitzgerald, 2005).…”

Section: Emotional and Behavioral Disordersmentioning

confidence: 94%

Teaching Online Social Skills to Students With Emotional and Behavioral Disorders

Morgan

Higgins

Miller

et al. 2016

J Spec Educ Technol

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Students with emotional and behavioral disorders often lack appropriate social skills. This deficit can lead to negative outcomes including peer and teacher rejection, increased behavioral problems at school, and decreased academic achievement. In order to improve the social outcomes of students with emotional and behavioral disorders, teachers will often implement direct and explicit instruction of appropriate social skills in the natural environment. Increases in the use of technology for academic and social interaction have created a new natural environment where students participate. This environment has its own set of social rules and norms that users must understand. No published results were found related to the online social skills needed for interaction in online environments or related to the best way to teach these skills to students with emotional and behavioral disorders. In order to increase access to this environment, it is important for researchers to determine the skills needed for participation as well as the best methods for addressing these skills in school environments. This study focused on teaching eight online social skills to students with emotional and behavioral disorders. Two instructional conditions were compared, traditionally-based online social skills instruction that involved practice of the skills in paper-and-pencil format and online social skills instruction that involved practice of the skills in online social environments. Data were compared to determine the effects on v ACKNOWLEDGMENTS I would not be where I am today without the guidance, knowledge, and support of the faculty who served on my committee. First, I give sincere gratitude to Dr. Kyle Higgins for her encouragement, direction, guidance, and sense of humor throughout the dissertation process. Words can never express how integral she was throughout my entire program. I also thank Dr. Susan Miller for her patience and willingness to lend an ear in times of stress and need. I am grateful to Dr. Tom Pierce for his mentorship, leadership, and support throughout my entire doctoral program. I thank Dr. Randall Boone for his excitement and direction throughout this project, and his support in tackling a subject in its infancy. Finally, I thank Dr. Richard Tandy for his statistical expertise and guidance in interpreting the results of the data analysis. As a group, your leadership and guidance throughout this entire program have been second to none and are greatly appreciated. I take your lessons with me, and will carry them for the rest of my life. I would like to thank all of the teachers, paraeducators, students, and families who agreed to participate in this study. Your excitement and willingness to implement the lessons that were designed allowed this dissertation to take place. I also thank my friends and colleagues for your support, encouragement, humor, and love during some of the highest and lowest points of this program. You are all wonderful. Finally, and most importantly, I must thank my family. I thank my mothe...

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“…Students and teacher then discuss how the nodes might relate to one another, creating super-and subordinate concepts and linking ideas together, which can be done "on the fly." Several studies have shown that student-generated concept mapping, based on social studies textbook passages, improves the retention and comprehension of students with disabilities (Blankenship, Ayers, & Langone, 2005;Boon, Burke, Fore, & Hagen-Burk, 2006;Boon, Burke, Fore, & Spencer, 2006;Boon, Fore, Ayers, & Spencer, 2005).…”

Section: Graphic Organizersmentioning

confidence: 99%

Science and Social Studies for Students With Disabilities

Scruggs

Mastropieri

Okolo³

2017

focusXchild

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Science and social studies have much to offer to all learners-including those with disabilities. However, instruction in these subjects has often been overlooked in the quest to better understand and improve leaning in English/language arts and mathematics. As we demonstrate in this paper; science and social studies help students attain skills, information, and dispositions that are important for success in school and everyday life. Furthermore, these subjects offer opportunities for students to learn and apply literacy and mathematics skills, engage in authentic problem solving and inquiry, and experience success in the general education classroom. We begin by discussing the nature of learning in science and social studies as well as the interaction of learners with the curriculum. We then review instructional practices for improving the performance of students with disabilities in each of these subject areas. SCIENCE AND SOCIAL STUDIES FOR STUDENTS WITH DISABILITIESOver the years, content area learning, including science and social studies, has received less emphasis in special education literature than basic instruction in the form of literacy and early math skills (Mastropieri et al., in press). Nevertheless, with the increased emphases on inclusion, accountability, and high stakes testing, content area instruction has acquired renewed importance (Lenz, Deshler, & Kissam, 2004). Beyond the obvious advantages to school success, enhanced understanding of human society and the physical universe can be expected to improve the quality of the lives of students with disabilities.In this article, we discuss research in science and social studies education for students with disabilities. Although there are many commonalities in these two bodies of literature, each addresses specific challenges as researchers have attempted to adapt instructional methods and curriculum materials to the characteristics of learners with special needs. Therefore, we first discuss each area separately and then draw conclusions regarding com-

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Effects of Computer-Based Cognitive Mapping on Reading Comprehension for Students with Emotional Behavior Disorders

Cited by 40 publications

References 8 publications

Research on Computer-Mediated Instruction for Students with High Incidence Disabilities

Research on Computer-Mediated Instruction for Students with High Incidence Disabilities

Teaching Online Social Skills to Students With Emotional and Behavioral Disorders

Science and Social Studies for Students With Disabilities

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