Effects of Systematic Instruction on Listening Comprehension of Science e-Texts for Students with Moderate Intellectual Disability

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Wood, A. (2014). Effects of Systematic Instruction on Listening Comprehension of Science e-Texts for Students with Moderate Intellectual Disability. Unc Charlotte Electronic Theses And Dissertations.
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Abstract

A multiple probe across participants design was used to examine the effects of systematic instruction (constant time delay and a system of least prompts) on both generating and answering questions about science e-texts for students with moderate intellectual disability. Three elementary aged students with moderate intellectual disability participated in this study. Two special education teachers served as the primary interventionists. The students were pretrained using constant time delay and visual and auditory cues delivered on an iPad2TM to access and navigate e-texts on the Internet. The primary dependent variable was the number of comprehension questions correctly answered after students generated a question and listened to a science e-text. Additional questions examined (a) the students' ability to generate questions both with and without the support of an iPad2TM template, (b) the generalizability of generating questions and answering questions about science e-texts in a general education science setting, and (c) stakeholder perceptions. A functional relationship was demonstrated for both generating questions using an iPad2TM and answering comprehension questions. All three students demonstrated an ability to correctly answer questions by either saying an answer from memory or independently searching the e-text and replaying target text to find the correct answer. A functional relationship also was demonstrated between constant time delay instruction and the points earned accurately generating questions using an iPad2TM.

Details
Author

Wood, Alyson

Title

Effects of Systematic Instruction on Listening Comprehension of Science e-Texts for Students with Moderate Intellectual Disability

Physical Description

1 online resource (167 pages) : PDF

Date

2014

Degree Granting Institution

University of North Carolina at Charlotte

Abstract

A multiple probe across participants design was used to examine the effects of systematic instruction (constant time delay and a system of least prompts) on both generating and answering questions about science e-texts for students with moderate intellectual disability. Three elementary aged students with moderate intellectual disability participated in this study. Two special education teachers served as the primary interventionists. The students were pretrained using constant time delay and visual and auditory cues delivered on an iPad2TM to access and navigate e-texts on the Internet. The primary dependent variable was the number of comprehension questions correctly answered after students generated a question and listened to a science e-text. Additional questions examined (a) the students' ability to generate questions both with and without the support of an iPad2TM template, (b) the generalizability of generating questions and answering questions about science e-texts in a general education science setting, and (c) stakeholder perceptions. A functional relationship was demonstrated for both generating questions using an iPad2TM and answering comprehension questions. All three students demonstrated an ability to correctly answer questions by either saying an answer from memory or independently searching the e-text and replaying target text to find the correct answer. A functional relationship also was demonstrated between constant time delay instruction and the points earned accurately generating questions using an iPad2TM.

Genre

doctoral dissertations

Subjects--Topics

Special education

Degree

Ph.D.

Keywords

Comprehension
Moderate Intellectual Disability
Science
Systematic Instruction
Technology

Subject Area

Special Education

Advisor(s)

Browder, Diane

Committee Members

Spooner, Fred
Mraz, Maryann
Flynn, Lindsay
DiBiase, Warren

Degree Note

Thesis (Ph.D.)--University of North Carolina at Charlotte, 2014.

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Rights Holder Information

Copyright is held by the author unless otherwise indicated.

Identifier

Wood_uncc_0694D_10572

Permalink

http://hdl.handle.net/20.500.13093/etd:1743