The Use of a Modified Direct Instruction Flashcard System with Two High School Students with Developmental Disabilities

Hayter, Shannon; Scott, Elizabeth; McLaughlin, T. F.; Weber, Kimberly P.

doi:10.1007/s10882-007-9059-3

Cited by 22 publications

(16 citation statements)

References 5 publications

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“…The outcomes provide an additional replication of our previous research (Brasch et al, 2008;Sante Delli et al, 1999;Hayter et al, 2007). In the present investigation, DI flashcards could be successfully employed in a resource room setting.…”

Section: Discussionsupporting

confidence: 88%

“…Since our prior DI flashcard research involved high school students with mental retardation (Hayter et al, 2007), behavior problem and ADHD (Brasch et al, 2008), or elementary students with moderate mental retardation in a self-contained classroom (Delli Sante et al, 2001), the purpose of this investigation was to extend and replicate the use of flashcards to elementary students with learning disabilities in a less restrictive setting (resource room).…”

Section: The Present Studymentioning

confidence: 99%

“…The use of a flashcard strategy is unique; in that, it can be implemented in almost any setting and it teaches specific skills quickly (VanHouten & Rolider, 1989). Direct instruction flashcard systems (Brasch, Williams, & McLaughlin, 2008;Hayter, Scott, McLaughlin, & Weber, 2007;Sante-Delli, McLaughlin, & Weber, 2001;Silbert, Carmine, & Stain, 1981) have received some attention in the literature.…”

Section: Introductionmentioning

confidence: 99%

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Using a Direct Instruction Flashcard System with Two Students with Learning Disabilities

Glover

McLaughlin

Derby

et al. 2017

EJREP

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Section: Discussionsupporting

confidence: 88%

Section: The Present Studymentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Using a Direct Instruction Flashcard System with Two Students with Learning Disabilities

Glover

McLaughlin

Derby

et al. 2017

EJREP

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show abstract

“…Other study (Hayter et al, 2007) identified the use of flashcards as effective for teaching two high school students with developmental disabilities. Further studies have been replicated in the field of mathematics (Harris, Helling, Thompson, Neyman, McLaughlin, Hatch, & Jack, 2015;Skarr et al, 2014), language skills (Cole, McLaughlin, & Johnson, 2012;Hopewell, McLaughlin, & Derby, 2011;Kaufman, McLaughlin, Derby, & Waco, 2011;Ruwe, McLaughlin, Derby & Johnson, 2011;Seines, McLaughlin, Derby, Weber, & Gortsema, 2015), or pre-academic skills (Houglum, McLaughlin, Weber, Neyman, & Gould, 2013).…”

Section: Effectiveness Of Direct Instruction (Di) Flashcardsmentioning

confidence: 99%

Use of Flashcards in Dealing with Reading and Writing Difficulties in SEN students

Alanazi¹

2017

REMIE

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Various research studies have found that DI flashcards is a highly effective intervention technique when academic skills deficits are found in the students with disabilities. This study aims to evaluate the effects of a flashcard system in dealing with reading and writing problems with 40 5th grade female students with learning disorders. Students with learning disorders experience academic problems, which is preceded by signs such as distorted language or a delay in picking up a language etc. It means that the problems are natural, neurological and behavioural at times. The school identified for the present study was located in an urban school district in the Northern Border areas of Saudi Arabia. A specific textbook My beautiful language by Lughati Al Jamila for 5th grade elementary pupils was chosen as a tool for the study, based on the students’ pre-test scores. The effects of the flashcard procedure were assessed across sets of problems. The post study data reveals that all participants improved their mastery of reading and writing skills. The flash card procedure was inexpensive and easily implemented in a resource room setting.

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“…Moreover, flashcards have been shown to be an effective method for teaching children with learning disabilities, such as ASD [23][24][25][26]. Flashcards are used to teach a wide variety of topics, from simple mathematics to historical dates, or from sight words to scientific formulas.…”

Section: Related Workmentioning

confidence: 99%

iCanLearn: A Mobile Application for Creating Flashcards and Social Stories™ for Children with Autism

Zaffke

2014

Smart Homes and Health Telematics

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Abstract-This paper describes the design, implementation and evaluation of the iCanLearn mobile flashcard application (app) that can also be used for creating social stories for children with Autism Spectrum Disorders (ASDs). The app allows users to create personalized content using text, pictures and audio on their mobile devices (smartphones and tablets). Users of this application software can also share the content by connecting their devices over wi-fi. An evaluation of the app from both the perspective of children with ASD and their caregivers suggests that the app is easy to use.

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The Use of a Modified Direct Instruction Flashcard System with Two High School Students with Developmental Disabilities

Cited by 22 publications

References 5 publications

Using a Direct Instruction Flashcard System with Two Students with Learning Disabilities

Using a Direct Instruction Flashcard System with Two Students with Learning Disabilities

Use of Flashcards in Dealing with Reading and Writing Difficulties in SEN students

iCanLearn: A Mobile Application for Creating Flashcards and Social Stories™ for Children with Autism

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