Pei-Lin Weng

Effectiveness of Cognitive Skills-Based Computer-Assisted Instruction for Students With Disabilities: A Synthesis

Computer-assisted instruction (CAI) for students with disabilities can be categorized into the following categories: visual, auditory, mobile, and cognitive skills-based CAI. Cognitive-skills based CAI differs from other types of CAI largely in terms of an emphasis on instructional design features. We conducted both systematic review of literatures and meta-analysis of studies using cognitive skills-based CAI to determine the effectiveness of this technology on the learning outcomes of students with disabilities. This study also scrutinized critical instructional design features of CAI used in the synthesized studies. Results indicated (a) a moderate weighted average effect size of 0.35 for group-comparison design studies; (b) relatively large effect sizes, but inconsistent among different indices, in single-subject experimental design studies; and (c) insufficient information available on design features of the CAI used in the primary studies. Limitations, implications, and future research directions were discussed.

Developing an App Evaluation Rubric for Practitioners in Special Education

In recent years, the use of iPads® and their applications (apps) in special education has increased with little empirical evidence to support their use by students with disabilities. Educators need a system to select appropriate apps for their students and to provide suggestions to parents who express interest in educational apps. This study sought to test the user friendliness of a prototype rubric designed for screening/evaluating iPad apps intended for educational use by students with disabilities. Eight school practitioners participated in a test to evaluate the usability of a prototype app rubric. A total of nine commercially available iPad apps designed for students with disabilities were evaluated. The usability test showed the rubric was a useful instrument in supporting app selection. Practitioner concerns and recommendations were taken into consideration for improving the functionality of the evaluation rubric for educational iPad apps.

iDIY: Video-Based Instruction Using Ipads.

T EA C H IN G E xc ep ti on al C hi ld re n , V ol . 47 , N o. 1 , pp . 11 –1 9. C op yr ig ht 2 01 4 T he A ut ho r( s) . D O I: 1 0. 11 77 /0 04 00 59 91 45 42 76 4 Ms. Chandler is a middle school special education teacher working in a lowincidence classroom. She currently teaches 12 students with intellectual disability and autism spectrum disorder in her classroom. Ms. Chandler feels that her students struggle to complete tasks independently and that they rely heavily on adult assistance across academic and functional tasks. At the beginning of the school year, Ms. Chandler received three iPads for her classroom to enhance instruction and learning. She heard wonderful things from colleagues about using iPads with students with disabilities, including the use of iPads for videobased instruction. Ms. Chandler thinks that video-based instruction would be great for her students and would promote less reliance on others for assistance. She is excited to use the technology in her classroom and wants to learn how to use the iPads to provide instruction to her students. The only caveat is that Ms. Chandler is a novice at creating video-based instruction, let alone creating instruction using a device with which she is unfamiliar.

Reading Math: A Comparison of Reading and Listening to Algebraic Problems

Digital text is being used in elementary and secondary education for students with and without disabilities, but without much consideration as to its impact on student outcomes. This single-subject alternating treatment design sought to understand how the performance of three secondary students with visual impairments was impacted by accessing algebra via a digital textbook in comparison to accessing it via a traditional textbook. The main findings of this study suggested that (a) students tended to solve the algebra equations better when they were presented via their traditional textbook; (b) task completion was longer for all three students when using the digital textbook, although the amount of time differed across students; and (c) two of the three students preferred their traditional textbook and one preferred the digital textbook. The results hold implications for the implementation of digital text in mathematics for students with disabilities and suggest that continued research is needed.

Hearing Math: Algebra Supported eText for Students With Visual Impairments

Supported eText for students with visual impairments in mathematics has a promising, emerging literature base, although little of the existing research focuses on implementation within a classroom setting. This qualitative study sought to understand the use of supported eText to deliver algebra to students with visual impairments enrolled in algebra mathematics courses. The study also sought to explore supported eText in contrast to students’ traditional means of accessing an algebra text. The main results suggest supported eText holds potential in terms of delivering mathematics content; however, more research and more reflection on the field is needed regarding this approach as a sole means of presenting text. Implications for teacher professional development and implementation practices are discussed.

Comparing the effectiveness of two app-based number lines to teach price comparison to students with autism spectrum disorders

Abstract Purpose: A number line consisting of Arabic numerals is a commonly used instructional tool for teaching price comparison. However, typical number lines lack concrete visual cues, which may benefit students with autism spectrum disorders (ASD) who have not yet mastered the representation of Arabic numerals. Method: This study investigated the effects of additional visual cues (i.e., dots) by comparing two types of app-based number line conditions: number lines with and without dots. A single-subject, alternating treatment design study was employed across five secondary students with ASD. Results: Both number line conditions were effective for four of the students in assisting them to select cheaper items and complete task analysis steps. The number line with dots was effective or slightly more effective in selecting smaller numbers for three of the students. Conclusions: The findings of this study support the literature on the use of number lines as an effective tool to assist students in price comparison. The benefits of adding concrete visual cues and other teaching strategies (e.g., the holistic and decomposition models) were discussed. Implications for Rehabilitation This study investigated the effectiveness of concrete visual cues, such as dots, on a number line app for teaching students with ASD who had not yet developed the association of quantities with the numerals. We found that incorporation of a hybrid number comparison model – first holistic (for whole numbers) and then decomposition (for numbers after the decimal point) – is effective when teaching students how to compare prices with an uneven number of digits. This study provides an alternative for special education teachers to schedule practice, such as the use of simulated settings to achieve mastery, then transitioning to community-based settings to test skill generalization.

Collaboration to improve education and treatment outcomes

Contents: Foreword. Preface. Part I: The Study of Autism: Perspectives of a Field in Transition. J.D. Bregman, Definitions and Characteristics of the Spectrum. L.Y. Tsai, Recent Neurobiological Research in Autism. V.M. Durand, Past, Present, and Emerging Directions in Education. A. Hecimovic, S. Gregory, The Evolving Role, Impact, and Needs of Families. Part II: The Early Years. E.M. Gabovitch, N.D. Wiseman, Early Identification of Autism Spectrum Disorders. J. Scott, W.L. Baldwin, The Challenge of Early Intensive Intervention. J.S. Bloch, J. Weinstein, M. Seitz, School and Parent Partnerships in the Preschool Years. Part III: Educational Programming, Interventions, and Medical Treatment for Persons With Autism. J.S. Handleman, L.M. Delmolino, Assessment of Children With Autism. D. Zager, N. Shamow, Teaching Students With Autism Spectrum Disorders. A.M. Wetherby, B.M. Prizant, Enhancing Language and Communication Development in Autism Spectrum Disorders: Assessment and Intervention Guidelines. R. Simpson, K. Otten, Structuring Behavior Management Strategies and Building Social Competence. L.Y. Tsai, Medical Treatment in Autism. M.D. Smith, L.R. Philippen, Community Integration and Supported Employment. R.G. Romanczyk, J.M. Gillis, Treatment Approaches For Autism: Evaluating Options and Making Informed Choices.