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Benson, Victoria K.; Wakeman, Shawnee Y.; Wood, Charles L.; Muharib, Reem – Journal of Special Education Apprenticeship, 2021
This preliminary study investigated the effects of using picture-based task analyses and an iPad to teach students with intellectual disability how to send and reply to emails. Three middle-school-aged students with intellectual disability as well as three peers without disabilities participated in this investigation. The intervention consisted of…
Descriptors: Handheld Devices, Telecommunications, Students with Disabilities, Moderate Intellectual Disability
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Park, Jiyoon; Bouck, Emily C.; Duenas, Ana – Career Development and Transition for Exceptional Individuals, 2020
Video modeling is an effective teaching method for supporting individuals with disabilities to learn various skills. Yet, limited research explores the use of video modeling to teach social skills for employment. The purpose of this study was to examine the effect of video modeling, alone and in conjunction with the system of least prompts, to…
Descriptors: Video Technology, Modeling (Psychology), Interpersonal Competence, Teaching Methods
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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
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Bloh, Christopher; Scagliotti, Christopher; Baugh, Sarah; Sheenan, Megan; Silas, Shane; Zulli, Nicole – Journal of Special Education Apprenticeship, 2017
Five reinforcing activities were presented to and interrupted for two participants with autism. An errorless teaching procedure was then introduced with two similar activities prompting the participants to request information saying "How?" in order to resume the activity. The dependent variable included both the cumulative number of…
Descriptors: Autism, Teaching Methods, Verbal Operant Conditioning, Reinforcement
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Cannella-Malone, Helen I.; Chan, Jeffrey M.; Jimenez, Eliseo D. – International Journal of Developmental Disabilities, 2017
Objectives: This study compared the effects of self-directed video prompting with error correction using an iPod Touch to least-to-most prompting on teaching vocational skills to two post-secondary students with moderate intellectual disabilities. Methods: Students were first taught to use the inPromptu mobile application on the iPod Touch. They…
Descriptors: Prompting, College Students, Moderate Intellectual Disability, Video Technology
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Jimenez, Bree A.; Alamer, Khulod – Journal of Special Education Technology, 2018
Advances in and the decreased cost of technology has resulted in a significant increase in educational programming that incorporates technology into the school curriculum. Specifically, the use of iPads has become quite common to support students social, communication, and academic outcomes in recent years; however, many students with moderate to…
Descriptors: High School Students, Handheld Devices, Educational Technology, Technology Integration
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Hsu, Guo-Liang; Tang, Jung-Chang; Hwang, Wu-Yuin; Li, Yung-Chang; Hwang, Wu-Yuin; Li, Yung-Chang; Hung, Jung-Chao; Wei, Chun-Hwa – Education and Training in Autism and Developmental Disabilities, 2016
The demands of money-counting skills potentially limit individuals with intellectual disability (ID) to master the one-more-than technique, particularly in Taiwan, which requires high daily minimum living expense for supporting an individual's daily life. Employing a multiple treatment design across price ranges and settings, this study compared…
Descriptors: Foreign Countries, Computation, Money Management, Teaching Methods