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Direct linkBahcali, Turgut; Ozen, Arzu – Education and Training in Autism and Developmental Disabilities, 2019
This study's aim was to investigate the effectiveness of video modeling presented with tablet PC on teaching job interview skills to individuals who have developmental disabilities. Participants of the study were two men and a woman whose ages were 21-24 and whose diagnosis was developmental disability. The research was carried out with multiple…
Descriptors: Video Technology, Modeling (Psychology), Handheld Devices, Educational Technology
Jimenez, Bree A.; Besaw, Jessica – Education and Training in Autism and Developmental Disabilities, 2020
Instructional technology is growing at rapid rates. In the field of mathematics, virtual manipulatives are a research-based tool that has shown to have a positive impact on students' mathematic achievement, as well as student engagement in learning. In an effort to extend the research, this study investigated the impact of virtual manipulatives,…
Descriptors: Computer Simulation, Manipulative Materials, Numeracy, Students with Disabilities
Bassette, Laura; Bouck, Emily; Shurr, Jordan; Park, Jiyoon; Cremeans, McKenzie – Education and Training in Autism and Developmental Disabilities, 2019
Elementary students with autism spectrum disorders (ASD) who struggle with mathematics may be limited in opportunities to pursue advanced mathematics potentially impacting post-school outcomes, including postsecondary education and employment opportunities. Interventions that provide visual instruction, such as manipulatives, along with systematic…
Descriptors: Autism, Pervasive Developmental Disorders, Elementary School Students, Mathematics Instruction
Cavkaytar, Atilla; Acungil, Ahmet Turan; Tomris, Gözde – Education and Training in Autism and Developmental Disabilities, 2017
Learning vocational skills and employment are a priority, for adults with intellectual disability (AID) in terms of living independently. Use of technologies for the education of AID is one of the primary goals of World Health Organization. The aim of this research was to determine the effectiveness of teaching café waitering to adults with…
Descriptors: Teacher Effectiveness, Adults, Intellectual Disability, Audiovisual Aids
Beaver, Brittany N.; Reeve, Sharon A.; Reeve, Kenneth F.; DeBar, Ruth M. – Education and Training in Autism and Developmental Disabilities, 2017
The current study assessed whether four 15- to 17-year-old individuals diagnosed with autism would remain on-task for more intervals and complete tasks independently as a function of using self-reinforcement or teacher-delivered reinforcement. An adapted alternating-treatments design with teacher-delivered reinforcement, self-reinforcement, and a…
Descriptors: Adolescents, Autism, Handheld Devices, Telecommunications
Walser, Kathryn; Ayres, Kevin; Foote, Erika – Education and Training in Autism and Developmental Disabilities, 2012
This study evaluated the effects of video modeling on teaching three high school students with moderate intellectual disability to perform three activities on an iPhone 3GS. This study is a replication and extension of the Hammond, Whatley, Ayres, and Gast (2010) study in which researchers taught this same set of skills using a slightly different…
Descriptors: Intervention, Generalization, Video Technology, Photography
Bouck, Emily C.; Satsangi, Rajiv; Bartlett, Whitney; Weng, Pei-Lin – Education and Training in Autism and Developmental Disabilities, 2012
In light of a positive research base regarding technology-based self-operating prompting systems (e.g., iPods), yet a concern about the sustainability of such technologies after a research project is completed, this study sought to explore the effectiveness and efficiency of an audio recorder, a low-cost, more commonly accessible technology to…
Descriptors: Educational Technology, Assistive Technology, Mental Retardation, Handheld Devices
Cihak, David F.; Wright, Rachel; Ayres, Kevin M. – Education and Training in Autism and Developmental Disabilities, 2010
This study was designed to evaluate the effects of a combined self-monitoring and static self-model prompts procedure on the academic engagement of three students with autism served in general education classrooms. The percentage of intervals engaged academically and the number of teacher prompts was analyzed in the context of a multiple probe…
Descriptors: Intervals, General Education, Autism, Prompting
