Margaret M. Flores

A Comparison of Communication Using the Apple iPad and a Picture-based System

Augmentative and alternative communication (AAC) interventions have been shown to improve both communication and social skills in children and youth with autism spectrum disorders and other developmental disabilities. AAC applications have become available for personal devices such as cell phones, MP3 Players, and personal computer tablets. It is critical that these new forms of AAC are explored and evaluated. The purpose of this study was to investigate the utility of the Apple iPad™ as a communication device by comparing its use to a communication system using picture cards. Five elementary students with autism spectrum disorders and developmental disabilities who used a picture card system participated in the study. The results were mixed; communication behaviors either increased when using the iPad or remained the same as when using picture cards. The implications of these findings are discussed.

Effectiveness of Direct Instruction for Teaching Statement Inference, Use of Facts, and Analogies to Students With Developmental Disabilities and Reading Delays

This study investigated the effects of a Direct Instruction (DI) reading comprehension program implemented With students Who had developmental disabilities, including autism spectrum disorders (ASD) and reading delays. There is little research in the area of reading comprehension for students With ASD and no research as to the effectiveness of reading comprehension DI. A multiple-probe-across-behaviors design Was employed. A functional relationship betWeen Direct Instruction and reading comprehension skills and behaviors Was demonstrated across all behavioral conditions and across students. Results and their implications are discussed.

The Effectiveness of Direct Instruction for Teaching Language to Children with Autism Spectrum Disorders: Identifying Materials

Students with autism spectrum disorders (ASD) frequently demonstrate language delays (American Psychiatric Association 2000). This study investigated the effects of a Direct Instruction (DI) language program implemented with elementary students with ASD. There is little research in the area of DI as a language intervention for students with ASD. This study examined the effectiveness of DI with regard to students’ oral language skills, specifically the identification of materials of which objects were made. A single-subject changing criterion design was employed. A functional relation between DI and oral language skills was demonstrated through replication of skill increase over three criterion changes and across three students. The results and their implications are discussed further.

Computational Fluency Performance Profile of High School Students With Mathematics Disabilities

The purpose of this descriptive study was to develop a computational fluency performance profile of 224 high school (Grades 9—12) students with mathematics disabilities (MD). Computational fluency performance was examined by grade-level expectancy (Grades 2—6) and skill area (whole numbers: addition, subtraction, multiplication, division; rational numbers: fractions, decimals) using the Mathematics Operations Test— Revised (MOT-R). The findings indicated that these high school students with MD were fluent only in computational skills at the second- and third-grade levels. Computational fluency was found with most whole number basic facts in addition, subtraction, multiplication, and division. Lack of computational fluency was demonstrated on many items dealing with subtraction of multiple digits or items requiring regrouping, most multiplication and division items, and rational number items involving fractions and decimals. The results are discussed in regard to instructional programs and curriculum organization for high school students with MD.

Using the Concrete-Representational-Abstract Sequence to Teach Subtraction With Regrouping to Students at Risk for Failure

This study investigated the effects of the concrete—representational—abstract (CRA) instructional sequence on the subtraction performance of students identified as at-risk for mathematics failure. Although the CRA sequence has been demonstrated as effective for teaching a variety of mathematical skills and processes its effects when used to teach subtraction with regrouping have not been studied. This study examined the effects of CRA instruction on elementary students’ fluency in computing subtraction problems with regrouping in the tens place as well as regrouping in both the tens and hundreds places. The study also investigated the effects of CRA instruction on students’ maintenance of regrouping skills. A multiple probe across students with embedded changing behaviors design was employed. A functional relation between CRA instruction and subtraction with regrouping was demonstrated across all students. The results and their implications are discussed further.

Efficacy of Handheld Electronic Visual Supports to Enhance Vocabulary in Children with ASD

Although electronic tools such as handheld computers have become increasingly common throughout society, implementation of such tools to improve skills in individuals with intellectual and developmental disabilities has lagged in the professional literature. However, the use of visual scripts for individuals with disabilities, particularly those with autism spectrum disorders, has been demonstrated to be effective, though frequently in static formats. Thus, this study involved the implementation of an alternating-treatment design to investigate the effects of tablet computer-based visual scripts on vocabulary use in three 8- to 14-year-old children with autism. Results indicated that all the participants showed increased use of verbs or nouns with the treatment materials, all the participants required less invasive prompts as the project progressed, and one participant had mixed results in the spontaneous use of nouns, increasing in their use in treatment and nontreatment conditions.

The Apple iPad as Assistive Technology for Story-Based Interventions:

Literacy-based behavioral interventions expand the work of Gray (2004) to enhance social understanding and change the behavior of individuals with autism spectrum disorder and other developmental disabilities. In addition, visually based assistive technologies (e.g., Picture Exchange Communication System®/picture schedules) have been used to foster communication, provide structure, and change behavior for these same individuals. This study explores the use of the Apple iPad2 as an assistive technology device to deliver literacy-based behavioral interventions and Social Stories™ to students ages 3–11 with autism spectrum disorder enrolled in an extended school year program. Adaptations, strategies for making video Social Stories, and other suggestions for teachers who use this technology also are discussed.

Modeling Positive Behavior Interventions and Supports for Preservice Teachers.

The authors modeled programwide positive behavior interventions and supports (PBIS) principles to 26 preservice teachers during consolidated yearly extended school year (ESY) services delivered to elementary students from four school districts. While PBIS were in place for preservice teachers to implement with students, a similar system was modeled at the organizational level to enhance learning and promote collaboration between teachers and staff. Data collection included use of single-subject reversal design as well as the use of preference assessments, surveys, and frequency recording.

Theory into Practice: Coaching Athletes with Hidden Disabilities: Recommendations and strategies for coaching education

January/February 2012 Hidden disabilities (HD) are those disabilities not readily apparent to the naked eye including specific learning disabilities, attention deficit hyperactivity disorder, emotional behavioral disorders, mild intellectual disabilities, and speech or language disabilities. Young athletes with HD may have difficulty listening to and following instructions, exhibit impulsivity (Alexander, 1990), have difficulty taking turns, and talk excessively (Heil, Hartman, Robinson & Teegarden, 2008). These behaviors often lead to frustration within the sport setting as coaches may mistakenly label these athletes as unmotivated, lazy, oppositional, or defiant and as a result develop negative attitudes toward them. However, if given the chance for positive experiences within youth sports, athletes with HD may reap rewards such as improved selfesteem, self-efficacy, peer acceptance, and social acceptance (Armstrong & Drabman, 2004). Such a positive experience can be created through the use of research-validated strategies and instructional methods. While these methods are often included in teacher preparation, they rarely if ever, are included in coaching preparation.

Universal Design in Elementary and Middle School: Designing Classrooms and Instructional Practices to Ensure Access to Learning for All Students

7he Association for Childhood Education International’s (ACEI) mission includes helping educators meet the needs of students in a climate of societal change. One such change is the increasing diversity of learning needs within elementary and middle school classrooms. Increased numbers of students with disabilities served within the general education classroom have contributed to this diversity (U.S. Department of Education, 2005). Students with diverse needs present a challenge for elementary and middle school teachers because it may be difficult to ensure that all students meet expectations. Under current legislation, such as the No Child Left Behind Act (2002), all students, including those with disabilities, are expected to be proficient at grade level by 2013. Similarly, the Individuals With Disabilities Education Improvement Act (2004) states that students with disabilities should have increased access to the general education curriculum and that accommodations should be designed according to the students’ needs. In carrying out the mission of ACEI and complying with federal legislation, it is important that students with disabilities have accommodations written into their individualized educational programs (IEPs) and that these students receive accessible instruction. General education teachers play a critical role in both IEP development and implementation of accessible instruction. As members of the multidisciplinary IEP team, general education teachers have a unique understanding of curricular materials, texts, equipment, and technology within the general education setting that is critical in designing appropriateaccommodations. These accommodations should support teachers’ other role, that of implementing instruction that is assessible to all students. While this role may seem daunting, tools are available for designing classroom environments and instruction that are conducive to the learning of all students. Universal Design for Instruction (UDI) is a set of principles helpful in guiding this process. UDI, designed by the Center for Applied Special Technology, is a framework that has been successful for all students, including those with disabilities in general education settings (Cawley, Foley, & Miller, 2003; McGuire, Scott, & Shaw, 2006; Pisha & Coyne, 2001; Pisha & Stahl, 2005). UDI ensures that all students have access to instruction through the following principles: 1) equitable use, 2) flexibility in use, 3) simple and intuitive, 4) perceptible information, 5) tolerance for error, 6) low physical effort, and 7) size and space for approach and use. The purpose of this article is to provide an overview of UDI, as well as practical classroom applications for elementary and middle school teachers.