Using Simultaneous Prompting to Teach Computer-based Story Writing to a Student with Autism

Pennington, Robert C.; Stenhoff, Donald M.; Gibson, Jason L.; Ballou, Kristina

doi:10.1353/etc.2012.0022

Cited by 51 publications

(49 citation statements)

References 24 publications

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“…Assessing the preferred target skills for teaching academic skills demonstrated that one study favored skill instruction for writing stories (Pennington, Ault, Schuster, & Sanders, 2010). Three studies among the scanned articles presented reading skills using computer-based methods (McKissick, Spooner, Wood, & Diegelmann, 2013;Whitcomb, Bass, & Lusielli, 2011;Yaw et al, 2011).…”

Section: Studies Conducted Over Individuals With Asd Using Computersmentioning

confidence: 99%

“…Three of these studies were designed based on the between-subjects multiple-survey model (Kilroe et al, 2014;McKissick et al, 2013;Pennington et al, 2010), and two were designed based on the inter-behavioral multiple-survey model (Whitcomb et al, 2011;Yaw et al, 2011). Only one study was conducted as a case study (Kelly et al, 1998), and only one utilized the pretest-posttest model (Yamamoto & Miya, 1999).…”

Section: Studies Conducted Over Individuals With Asd Using Computersmentioning

confidence: 99%

“…Different software programs were used in the remaining studies: Visual Basic (Kilroeet al, 2014), Clicker 5 (Pennington et al, 2010), Headsprout (Whitcomb et al, 2011), and Desktop Bus Mouse (Yamamoto & Miya, 1999). In only one study was the software designed specifically for the research (Kelly et al, 1998).…”

Section: Studies Conducted Over Individuals With Asd Using Computersmentioning

confidence: 99%

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Determining Studies Conducted upon Individuals with Autism Spectrum Disorder Using High-Tech Devices

Eliçin¹,

Kaya²

2017

EDUC SCI-THEOR PRACT

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This study explores 67 experimental research articles written about children with Autism Spectrum Disorder using high-tech devices. The studies in this research were accessed through EBSCO, Academic Search Complete, ERIC, and Uludağ University online search engines using keywords such as autism and technology, autism and computer, autism and tablet, and autism and portable devices. The studies have been categorized based on their scope: studies conducted using computers and studies conducted using smart portable devices. The software programs used in these studies are described in a separate table. Research findings indicate that studies conducted on children with ASD using high-tech devices found them to be effective for teaching academic skills, communication skills, and social-emotional skills.

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Section: Studies Conducted Over Individuals With Asd Using Computersmentioning

confidence: 99%

Section: Studies Conducted Over Individuals With Asd Using Computersmentioning

confidence: 99%

Section: Studies Conducted Over Individuals With Asd Using Computersmentioning

confidence: 99%

See 1 more Smart Citation

Determining Studies Conducted upon Individuals with Autism Spectrum Disorder Using High-Tech Devices

Eliçin¹,

Kaya²

2017

EDUC SCI-THEOR PRACT

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“…Prompting strategies have been shown to improve a variety of academic skills, including math (Everett and Edwards 2007), writing (Park et al 2007;Pennington et al 2012), and reading (Browder et al 2006;Kupzyk et al 2011;Moseley and Poole 2001). Such methods are particularly appropriate for sight-word learning because sight words have unusual grapheme-phoneme correspondences that are not amenable to the types of decoding rules taught in phonics instruction.…”

Section: Introductionmentioning

confidence: 99%

Examination of a Regressive Prompt-Delay Procedure for Improving Sight-Word Reading

et al. 2016

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The current two-experiment study examined the effects of a regressive prompt-delay procedure on sight-word reading of four elementary school students. In contrast to traditional progressive prompt-delay procedures in which the latency of prompts is increased, the regressive prompt-delay latency is decreased over time. Data indicate that participants learned sight words quickly and maintained responding at high levels when instruction was withdrawn across both regressive and progressive prompt-delay conditions. Results are discussed in context of empirically supported prompting strategies and possible motivating operations that might be introduced when the learner is instructed to respond more quickly than the experimenter in regressive prompt delay (e.g., a game-like activity that potentially makes the activity educational, engaging, and enjoyable for students).

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“…Individuals must learn to compose messages that will evoke desirable responses from the reader. Unfortunately, data suggest that acquiring proficiency in written expression is a challenge for many students (U.S. Department of Education, 2011), but especially for students with ID (Bird, Cleave, White, Pike, including writing a sentence to a picture (Yamamoto & Miya, 1999), story writing (Bedrosian, Lasker, Speidel, & Politsch, 2003;Pennington, Ault, Schuster, & Sanders, 2011;Pennington, Stenhoff, Gibson, & Ballou, 2012), and letter writing (Collins, Branson, Hall, & Rankin, 2001;Pennington, Delano, & Scott, 2014).…”

mentioning

confidence: 99%

Using Robot-Assisted Instruction to Teach Students with Intellectual Disabilities to Use Personal Narrative in Text Messages

Pennington¹,

Saadatzi²,

Welch

et al. 2014

J Spec Educ Technol

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In the current investigation, we evaluated the effectiveness of a multi-component package (i.e., robot, simultaneous prompting, self-graphing) for teaching three students, ages 19-21, with intellectual disabilities (ID) to write text messages that included a greeting, personal narrative, and closing. Data suggest that the package was effective in increasing correct performance for all participants. In addition, participants demonstrated their newly acquired texting skills across different communicative partners.

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Using Simultaneous Prompting to Teach Computer-based Story Writing to a Student with Autism

Cited by 51 publications

References 24 publications

Determining Studies Conducted upon Individuals with Autism Spectrum Disorder Using High-Tech Devices

Determining Studies Conducted upon Individuals with Autism Spectrum Disorder Using High-Tech Devices

Examination of a Regressive Prompt-Delay Procedure for Improving Sight-Word Reading

Using Robot-Assisted Instruction to Teach Students with Intellectual Disabilities to Use Personal Narrative in Text Messages

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