Kathryn Wolff Heller

Using Computer-Assisted Instruction and the Nonverbal Reading Approach to Teach Word Identification

This study determined if the use of computer-assisted instruction Would be an effective method to promote Word identification using the Nonverbal Reading Approach (NRA). Three students With severe speech impairments and concomitant physical disabilities or autism Were provided decoding and Word identification instruction using the NRA across three conditions simulating the natural progression of classroom instruction from teacher-directed to computer-assisted instruction. The three conditions Were (a) teacher only, (b) teacher plus computer-assisted instruction, and (c) computer-assisted instruction only. All participants reached criteria in each of the three conditions. Results indicate that the NRA can be effectively delivered through computer-assisted instruction, thus freeing up teacher time and providing students With the ability to practice decoding and Word identification independently.

Using a Three-Step Decoding Strategy With Constant Time Delay to Teach Word Reading to Students With Mild and Moderate Mental Retardation

The use of a three-step decoding strategy with constant time delay for teaching decoding and word reading to students with mild and moderate mental retardation was investigated in this study. A multiple probe design was used to examine the percentage of words correctly decoded and read as well as the percentage of sounds correctly decoded. The data indicate that all five students learned to read words using the three-step decoding strategy with constant time delay. This was replicated with increased learning efficiency using a second set of phonetically similar words. Implications of this study on phonological memory and reading ability are discussed.

Initiating Requests during Community-Based Vocational Training by Students with Mental Retardation and Sensory Impairments.

Students with mental retardation and deafness or deaf-blindness often need some type of communication system to communicate effectively with communication partners during community-based vocational training. However, students may need specific training to learn how to initiate requests for items or assistance, a skill identified as critical for job success. Students were taught to initiate requests using dual communication boards and gestures. Data were recorded on student performance using a multiple-baseline probe design in which data were collected during baseline, intervention, and generalization phases. Students were able to initiate requests with 80% to 100% accuracy with the communication system at vocational sites. Training students to initiate requests may need to be targeted when students are first learning a job, as this is when most naturally occurring opportunities exist.

Using Word Prediction Software to Increase Typing Fluency with Students with Physical Disabilities.

Although word prediction software was originally developed for individuals with physical disabilities, no previous research was found that included participants with significant physical disabilities that affected hand use. Using two-minute trials, two participants improved their typing rate using word prediction software, one participant had mixed results, and the participant with the fastest pre-intervention typing speed had a decreased typing rate with word prediction. This study indicates that the effectiveness of using word prediction software to increase typing speed may vary due to the severity of physical disability or pre-intervention typing rate.

Using speech recognition software to increase writing fluency for individuals with physical disabilities

Students with physical disabilities often have difficulty with writing fluency, despite the use of various strategies, adaptations, and assistive technology (AT). One possible intervention is the use of speech recognition software, although there is little research on its impact on students with physical disabilities. This study used an alternating treatments design to compare the use of speech recognition software to word processing on first draft writing with students with physical disabilities. Areas examined were fluency, accuracy, type of word errors, recall of intended meaning, and length. The results of this study indicated that fluency and length were greater for all participants with speech recognition compared to word processing, but accuracy was lower using speech recognition.

Teaching Decoding for Generalization Using the Nonverbal Reading Approach

The purpose of this study was to examine the effectiveness of teaching students with severe speech and physical impairments to decode words using the Nonverbal Reading Approach (NRA), and to determine if the students would generalize the decoding skills to unknown words with similar phoneme sequences. A multiple baseline probe design was used across 3 students. Results indicate that the NRAs use of internal speech, diagnostic distractor arrays, and error analysis was an effective means of teaching the students to decode targeted words. Use of these decoding skills generalized to unknown words with little or no additional instruction.

A National Perspective of Competencies for Teachers of Individuals with Physical and Health Disabilities

With the growing trend towards generic certification, questions arise concerning the extent of knowledge and skills teachers have in instructing students with physical and health disabilities. This national study examines the knowledge and skills of teachers instructing students with physical and health disabilities, the perceptions of their special education directors, the resources available through their state Departments of Education, and the competencies included in physical and health disabilities at their universities. Results indicate that over 40% of the special education teachers certified to teach students with physical disabilities do not feel well trained in about half of the competencies. Concerns regarding the effects of generic teacher certification and generic training in the area of physical and health disabilities are discussed.

Promoting nontask-related communication at vocational sites

This study examined the effectiveness of using dual communication boards (one for the student and one for the communication partner) on increasing nontask-related communication between students and coworkers at community-based vocational training sites. Three students with mental retardation and deaf-blindness or deafness participated in the study. All three students were able to communicate effectively using the communication system with 80 to 100% accuracy. Coworkers found this to be an important skill and wanted to continue this form of communication. Issues for achieving a natural conversation, symbol selection, and vocabulary selection are discussed.

Specialized Health Care Procedures in the Schools: Training and Service Delivery

Students who require specialized health care procedures at school need school personnel with specific knowledge and skills to promote a safe, healthy environment and to assist with procedures. This comprehensive national study examined the extent to which nonmedical personnel were responsible for performing health care procedures, training and supervising health care procedures, training in basic health skills to promote a safe environment for all students, and involving students in performing their own health care procedures. Results indicated that while teachers and paraprofessionals regularly perform these specialized health care procedures, although only about half reported being very knowledgeable about them. Results raise several issues regarding appropriate service delivery, training, and maintaining an appropriate instructional and healthy environment for students requiring these specialized health care procedures.

The Impact of Physical Impairments on Academic Performance

There are several environmental and psychological factors that may affect the academic performance of students with physical impairments. Environmental factors (such as pain, fatigue, and absenteeism) and psychological factors (such as motivation, self-concept, and social-emotional problems) need to be identified in students with physical impairments, and modifications are required to minimize their effects. Our article presents a model of these environmental and psychological factors as they pertain to students with neuromotor, degenerative, and orthopedic impairments. Case studies that illustrate these factors and their modifications are presented.