Kyle Higgins

Creating Individualized Computer-Assisted Instruction for Students with Autism Using Multimedia Authoring Software

This article provides a rationale for educators to use multimedia computer technologies to create individualized computer-based instructional materials for students with autism. Software design guidelines based on empirical research are presented along with a detailed description of two multimedia authoring systems for educators.

Hypertext Support for Remedial Students and Students with Learning Disabilities

Student use of pop-up text windows that support or extend information found in a high school social studies text provides a detailed look into the instructional effectiveness of a set of hypermedia study guides. Twenty-five students, 19 male and 6 female, with a mean age of 14.6 years participated in this study. Thirteen were students with learning disabilities and 12 were remedial students. Findings from the study indicate that hypertext (text-only) support provides adequate reinforcement to move remedial students and students with learning disabilities toward continued, unprompted use of a hypermedia study guide, and that short-term and long-term retention of information can be expected from text-only information support. Students who had access to the hypermedia study guides exhibited better information retention than students who did not use the hypermedia study guides.

Secondary Students' Perceptions of School Life with Regard to Alienation: The Effects of Disability, Gender and Race

Student alienation is a major cause of dropping out of school, gang activity and poor peer, school-student, and teacher-student relationships. A considerable amount of research has focused on factors that distinguish between students who are engaged in the learning process and those who are not. This study examined the relationship between students and their perceptions of school life. A survey was distributed to over 200 students at two high schools in a large, urban school district in the southern United States. Results suggest that gender, race/ethnicity, and placement in special education are all strong factors in influencing whether students perceive school and/or life in general as alienating. The limitations of the study as well as future research directions and implications for practice are discussed.

Adolescent Alienation What Is It and What Can Educators Do About It

Adolescent alienation is a difficult problem facing many U.S. schools. A better understanding of the parameters and defining factors of student alienation could provide useful information concerning needed school modifications. This article defines alienation, discusses the constructs of alienation, suggests questions educators can ask if they suspect a student is feeling alienated, and discusses strategies/interventions school staff and educators can use to decrease student alienation.

Hypermedia Basal Readers: Three Years of School-Based Research

This three-year longitudinal study involved the use of hypermedia computer assisted instruction (CAI) to provide individualized reading instruction within a general classroom environment for students in grades K-3. The software provided reading lessons in a hypermedia format designed as supplementary material for a basal reader series. Because this project was interested in the maintenance of students with mild disabilities in the general education setting, particular attention was given to the reading progress of low-achieving students, as they appeared to be the most at risk for being referred to special education classes. Analysis of the achievement test data indicates: Year One. Entire-class significance was shown with experimental classes outperforming control classes at kindergarten, second grade, and third grade. When the classrooms were broken down into ability groups, low students in the kindergarten, second grade, and third grade experimental classes achieved significantly higher total test scores than their control peers. Year Two. No entire class significance was shown at the first, second, or third grade levels. When the classrooms were broken down into ability groups, at the first, second, and third grade levels, the low group students in the experimental classrooms had significantly higher total test scores than the students in the control classroom low groups. Year Three. When comparing entire classes on total test scores, no entire class significance was shown at the kindergarten, second, or third grade levels. When classrooms were divided into ability groups, low students in the kindergarten experimental class achieved significantly higher total test scores than the control students.

Evaluating Educational Software for Special Education

are formative and summative evaluations, education consumers often assume that the software they have purchased has undergone evaluation with a target population (e.g., students with learning disabilities, third graders, students for whom English is a second language, students considered at risk) and that it will help them achieve desired educational outcomes for specific learners. Although many software developers know it is important to consult with educational experts, some companies still develop software without taking into account educational factors that may affect learning (Geisert & Futrell, 1995). In their research, Lockard, Abrams, and Many (1997) found that educators’ concerns included the fol-

Distance Education: An Exploration of Alternative Methods and Types of Instructional Media in Teacher Education

Universities currently are exploring an array of instructional media to facilitate the delivery of instruction. Consensus from the studies indicates that there is no significant difference in the achievement of students who participate in traditional or online coursework. However, little research has compared traditional learning with the new multimedia online technologies that are becoming more prevalent in distance education. This study investigated the achievement, student satisfaction, and instructor course evaluations of pre-service general education students who participated in three special education courses in which a variety of instructional media and methods were used. The media used were: (a) a traditional classroom, (b) an online classroom (WebCT), and a (c) class-in-a-box via multimedia CD-ROMs. The various methods used to deliver the instructional content included PowerPoint notes, lecture notes, digital videos, and the textbook. Results of the study revealed that there were no significant differences found between the achievement of the students and the three conditions (e.g., traditional classroom, the online classroom, or the class-in-a-box via multimedia CD-ROMs). Also, no significant differences were found in the student satisfaction of the three groups. All were satisfied with the type of media of instruction in which they participated. Finally, the instructor course evaluation results completed by the three groups were not significantly different, indicating that the three groups evaluated the instructor and the instructional media similarly. The implications of these results for delivering courses via distance education are discussed.

The Effects of Teacher Facilitation on the Social Interactions of Young Children During Computer Activities

This group study investigated the impact of teacher facilitation on the social interactions of young children during computer activities. The study compared 18 dyads comprised of children with and without disabilities who received teacher facilitation during computer activities to a group of children who did not receive teacher facilitation. The sessions were videotaped for the purpose of analyzing the social interactions and behaviors of the children. Pre-and postmeasures of the childrens social skills with the Teacher Impression Scales and systematic observations of their social interactions using the Social Interaction Observation System were analyzed. Results indicated that children in the study exhibited few negative social interactions regardless of their age, disability status, or intervention group assignment. The children with and without disabilities in the teacher-facilitated computer group had more positive social interactions and demonstrated more effective social behaviors than the children in the computer-only group. This study shows that children with and without disabilities benefit from social skill instruction, and practitioners may use a structured computer activity as an alternative to free play for promoting social interactions among children.

Delivering Instruction via Interactive Television and Videotape: Student Achievement and Satisfaction

Distance education in the form of Interactive Television (ITV) and videotape currently is being discussed as a method to provide instruction to students enrolled in education courses. In this study, the effect of traditional, ITV, and videotape lectures on student achievement and attendance was investigated. Student satisfaction with the course and student evaluations of the instructor were also analyzed. Sixty-seven preservice special education students were randomly assigned to one of three instructional methods. One group received instruction with the instructor present, one group received instruction via ITV and the third group received instruction by means of a videotape lecture. Results indicated that (a) students achieved equally well on quizzes and tests regardless of the instructional method, (b) students who received instruction in the traditional setting were satisfied with the instruction they received, (c) students who received instruction via ITV were satisfied with the instruction they received, (d) students who received instruction by means of videotape were not satisfied with the instruction they received, (e) students attended class regularly regardless of the instructional method, and (f) students who received instruction via ITV and videotape did not perceive the instructor as taking an active role in the course.

Hypermedia CAI: A Supplement to an Elementary School Basal Reader Program

The results from the first year of a longitudinal study involving the development and testing of hypermedia computer assisted instructional (CAI) reading materials for grades K-3 are discussed. The hypermedia materials were designed to facilitate the successful participation of both handicapped and nonhandicapped students as well as students at risk for special education referral in a regular elementary classroom basal reading program. The hypermedia reading lessons provided students with a reading environment offering additional information about words and concepts from their basal reading textbook. This differs from traditional computer assisted reading software which often presents lessons on isolated skills not specifically related to basal textbook content or pedagogy. The results from the first year of the three-year study indicate that hypermedia is a promising instructional tool for students who have been classified as poor readers by means of an achievement test. Results are inconclusive as to whether the hypermedia CAI lessons are best used before or after a teacher directed reading activity.