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THE EFFECTS OF COMPUTER-ASSISTED REPEATED READINGS ON THE READING PERFORMANCE OF MIDDLE SCHOOL STUDENTS WITH MILD INTELLECTUAL DISABILITIES
Title
THE EFFECTS OF COMPUTER-ASSISTED REPEATED READINGS ON THE READING PERFORMANCE OF MIDDLE SCHOOL STUDENTS WITH MILD INTELLECTUAL DISABILITIES.
Creator
Cerasale, Mark, Martin, Suzanne, University of Central Florida
Abstract / Description
The No Child Left Behind Act of 2001 has mandated that all public school students will be reading at grade level by the 2013-2014 school year. Florida has embarked on an agenda to ensure that the kindergarten through high school student population is reading at or above grade level by 2014. Many of Florida's low-performing student population, including middle school students with high incidence disabilities, are reading below grade level. Using a multiple baseline across subjects design,...
Show moreThe No Child Left Behind Act of 2001 has mandated that all public school students will be reading at grade level by the 2013-2014 school year. Florida has embarked on an agenda to ensure that the kindergarten through high school student population is reading at or above grade level by 2014. Many of Florida's low-performing student population, including middle school students with high incidence disabilities, are reading below grade level. Using a multiple baseline across subjects design, this study examined the impact of computer-assisted repeated readings on the reading performance of three middle school students with mild intellectual disabilities over the course of 67 days. Results showed an improvement in reading fluency rate using instructional level text. The study was evaluated using quality indicators of single-subject research in special education. Future research is advocated to replicate this study across different grades and exceptionalities.
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Date Issued
2009
Identifier
CFE0002855, ucf:48055
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0002855
The Impact of Job Experience Training on Executive Functioning Skills for Students with Language Impairments
Title
The Impact of Job Experience Training on Executive Functioning Skills for Students with Language Impairments.
Creator
Elliott, Christopher, Martin, Suzanne, Boote, David, Hopp, Carolyn, Whiteman, JoAnn, Cerasale, Mark, University of Central Florida
Abstract / Description
The collaborative efforts of families, educators, and policy makers have mergedvocational training with special education services for students with disabilities. The Individuals with Disabilities Education Act of 2004 introduced mandates for schools to provide transition services for students with disabilities based on three areas of need: a) education, b) employment,and independent living. This legislation has led to more work-based learning programs that meet the postsecondary needs for...
Show moreThe collaborative efforts of families, educators, and policy makers have mergedvocational training with special education services for students with disabilities. The Individuals with Disabilities Education Act of 2004 introduced mandates for schools to provide transition services for students with disabilities based on three areas of need: a) education, b) employment,and independent living. This legislation has led to more work-based learning programs that meet the postsecondary needs for students with disabilities. Despite this increase in work-based learning programs many students with disabilities are still unable to make successful transitions into postsecondary outcomes. Using a mixed method design, this study examined the impact of a Job Experience Training (JET) program on the executive functioning skills of seven young men (15 to 18 years of age) over the course of seven weeks at an assisted living facility. Resultsof the teacher evaluations showed the students were capable of completing tasks, making individual goals, and increasing executive functioning skills while participating in the JET program. Conversely, the results from the parent and student assessments showed little to no change in executive functioning skills once the participants were outside the context of theassisted living facility. Future research is encouraged to examine a longitudinal study across multiple job sites that evaluates and measures the students' ability to transfer executive functioning skills to other contexts and further investigate mentoring as the core teaching strategy of a JET program.
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Date Issued
2014
Identifier
CFE0005161, ucf:50714
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0005161
The Impact of Video Modeling Combined with Skillstreaming Teaching Procedures on the Social Interaction Skills of Middle School Aged Students with Autism Spectrum Disorders
Title
The Impact of Video Modeling Combined with Skillstreaming Teaching Procedures on the Social Interaction Skills of Middle School Aged Students with Autism Spectrum Disorders.
Creator
Kocaoz, Onur, Little, Mary, Dieker, Lisa, Pearl, Cynthia, Wienke, Wilfred, Cerasale, Mark, University of Central Florida
Abstract / Description
This purpose of this study was to investigate the effectiveness of an intervention package that combined Skillstreaming procedures for the development of social skills with the use of video modeling for middle school students identified with ASD. Specifically, the purpose of this study was to determine if the video modeling intervention package has an impact on social skill performance of three middle school-aged students with ASD. A multiple probe design across participants was employed to...
Show moreThis purpose of this study was to investigate the effectiveness of an intervention package that combined Skillstreaming procedures for the development of social skills with the use of video modeling for middle school students identified with ASD. Specifically, the purpose of this study was to determine if the video modeling intervention package has an impact on social skill performance of three middle school-aged students with ASD. A multiple probe design across participants was employed to assess the effects of the video modeling intervention package on two beginning social skills (i.e., initiate greetings and initiate a conversation). The participants were three middle school-aged students with ASD enrolled in a self-contained classroom. The dependent variable was the percentage of correct social skills components performed when greeting the teacher and initiating a conversation within in the first 10 minutes of class each morning. The independent variable was an intervention package that included video modeling and direct instruction for each social skill component with Skillstreaming procedures (i.e., modeling, role playing, feedback). The results of this research indicated that all three students improved their social skills performance following the implementation of the video modeling intervention package. Furthermore, during the maintenance phase, the social skills performance of each student was maintained. Recommendations for further study and for teachers of students with ASD are presented
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Date Issued
2015
Identifier
CFE0005820, ucf:50026
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0005820