NDLI: Comparing Teacher-Directed and Computer-Assisted Constant Time Delay for Teaching Functional Sight Words to Students with Moderate Intellectual Disability.

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Comparing Teacher-Directed and Computer-Assisted Constant Time Delay for Teaching Functional Sight Words to Students with Moderate Intellectual Disability.

Content Provider	Semantic Scholar
Author	Coleman, Mari Beth Hurley, Kevin J. Cihak, David F.
Copyright Year	2012
Abstract	The purpose of this study was to compare the effectiveness and efficiency of teacher-directed and computer-assisted constant time delay strategies for teaching three students with moderate intellectual disability to read functional sight words. Target words were those found in recipes and were taught via teacher-delivered constant time delay or through a PowerPoint presentation set up with a delay interval followed by a controlling prompt. These conditions were compared using an alternating treatments design. For the purposes of general ization, students were given the task of following recipes for snacks containing previously targeted sight words. Results indicated both strategies were effective; however, the teacher-directed strategy was slightly more efficient in terms of trials to criterion. The findings are encouraging given that students with moderate intellectual disability often depend on one-on-one instruction and may benefit from instruction with PowerPoint software. Literacy may open doors to independence ing higher rates of success with functional and employment not available through other rather than traditional literacy skills, modalities for individuals with intellectual dis- Functional literacy, or the ability to perform ability. Often, however, individuals with mod- reading and communicative tasks necessary to erate and severe intellectual disability are perform daily routines in various environ faced with disadvantages with regard to ac- ments (Alberto, Frederick, Hughes, Mcintosh,
Starting Page	280
Ending Page	292
Page Count	13
File Format	PDF HTM / HTML
Volume Number	47
Alternate Webpage(s)	http://daddcec.org/Portals/0/CEC/Autism_Disabilities/Research/Publications/Education_Training_Development_Disabilities/2011v47_journals/ETADD_47_3_280.pdf
Language	English
Access Restriction	Open
Content Type	Text
Resource Type	Article

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