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Enhancing Independent Task Performance of Individuals with Developmental Disabilities Through the Use of an iPad Application
Title
Enhancing Independent Task Performance of Individuals with Developmental Disabilities Through the Use of an iPad Application.
Creator
Morse, Kerri, Dukes, Charles, Florida Atlantic University, College of Education, Department of Exceptional Student Education
Abstract/Description
There has been a dramatic increase in the utilization of technology within the fields of education and rehabilitation in the past two decades. Two studies focused on technology intended to assist a total of seven young adults with developmental disabilities to increase independence, decrease the need for paid supports, and improve task performance. Participants completed food preparation tasks in an employee break room, adhering to an industry specific protocol, while using a task application...
Show moreThere has been a dramatic increase in the utilization of technology within the fields of education and rehabilitation in the past two decades. Two studies focused on technology intended to assist a total of seven young adults with developmental disabilities to increase independence, decrease the need for paid supports, and improve task performance. Participants completed food preparation tasks in an employee break room, adhering to an industry specific protocol, while using a task application on an iPad that provided audio and video prompts. A multiple baseline across participants was used to show effects of the intervention on task performance and reliance on prompts. Results indicated that using an application on an iPad to video model tasks was effective in improving and maintaining accurate skill performance, while reducing the need for prompts. Participants in both study one and study two demonstrated mastery of task performance using the iPad application. In study one, three of the four participants faded the use of prompts, whereas only one of the three participants demonstrated independence in study two. Implications for future research are discussed.
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Date Issued
2016
PURL
http://purl.flvc.org/fau/fd/FA00004615, http://purl.flvc.org/fau/fd/FA00004615
Subject Headings
Students with disabilities--Services for., Learning disabled teenagers.--Education., Tablet computers., Computer-assisted instruction., Human-computer interaction., Education--Effect of technological innovations on., Visual programming (Computer science)
Format
Document (PDF)
examination of the implementation of the Intel Essentials project-based learning model on middle and secondary reading and language arts FCAT student achievement and engagement
Title
An examination of the implementation of the Intel Essentials project-based learning model on middle and secondary reading and language arts FCAT student achievement and engagement.
Creator
Wright, Jeremy R., College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description
The purpose of this study was to identify (1) the effectiveness of the Intel Essentials model of project-based learning based on student Florida Comprehensive Assessment test (FCAT) reading scores; (2) the differences in student engagement between students in classes with teachers trained in the Intel Essentials model of project-based learning and teachers not trained in the model as measured by the Beliefs about Classroom Structures Survey; (3) the level of implementation (high, average, or...
Show moreThe purpose of this study was to identify (1) the effectiveness of the Intel Essentials model of project-based learning based on student Florida Comprehensive Assessment test (FCAT) reading scores; (2) the differences in student engagement between students in classes with teachers trained in the Intel Essentials model of project-based learning and teachers not trained in the model as measured by the Beliefs about Classroom Structures Survey; (3) the level of implementation (high, average, or low) of teachers trained in the Intel Essentials model of project-based learning; and (4) any correlation between the level of implementation and the level of student engagement. A total of 32 teachers participated in the study. The teachers were split into 2 groups: the experimental group (N = 16) that participated in the Intel Essentials Training, and the control group (N = 16) that did not participate in the training. The results for this study were mixed. The students of the experimental group teachers (N = 780) had significantly higher (p < .05) FCAT scores than that of the control group students (N = 643). The control group with the exception of Motivating Tasks subscale had significantly higher levels of engagement. The correlation between level of implementation and student engagement produced a moderate negative correlation, meaning that the Intel trained teachers with the highest levels of implementation had the lowest levels of engagement.
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Date Issued
2009
PURL
http://purl.flvc.org/FAU/369395
Subject Headings
School improvement programs, Project method in teaching, Mobile communication systems in education, Academic achievement, Methodology, Education, Secondary, Computer-assisted instruction, Florida Comprehensive Assessment Test, Education, Effect of technological innovations on
Format
Document (PDF)
relationship of full-time laptop computer access to student achievement and student attitudes in middle school
Title
The relationship of full-time laptop computer access to student achievement and student attitudes in middle school.
Creator
Lewis, Sheila K., Florida Atlantic University, Maslin-Ostrowski, Patricia
Abstract/Description
The purpose of this quasi-experimental longitudinal study was to investigate the relationship of full-time laptop computer access to student achievement and student attitudes in middle school from the academic years of 1998--1999 through 2000--2001. Two sets of variables were identified in the study. The independent variable was the instructional method having full-time access to laptops or not. The dependent variables were student achievement, and student attitudes. ANOVAs were employed to...
Show moreThe purpose of this quasi-experimental longitudinal study was to investigate the relationship of full-time laptop computer access to student achievement and student attitudes in middle school from the academic years of 1998--1999 through 2000--2001. Two sets of variables were identified in the study. The independent variable was the instructional method having full-time access to laptops or not. The dependent variables were student achievement, and student attitudes. ANOVAs were employed to test the difference between the experimental group and the comparison group. Measures of reading comprehension and math application were determined through scores on the Stanford Achievement Test (SAT) for sixth-grade students and the Florida Comprehensive Assessment Test (FCAT) for eighth-grade students. A teacher-made pretest/posttest writing assessment score for sixth grade was assessed with the criteria determined in the Florida Writes Program rubric. In addition, students and parents in the experimental group at the end of sixth-grade responded to a survey. As a result of the analysis, the following major findings were identified: (1) Although students in the sixth-grade were provided with full-time laptop computer access during the school year, it did not create a significant impact on student achievement in subject areas of reading comprehension, math application, and writing. (2) Data from the survey suggested that students with full-time laptop computer access during the school year had several advantages regarding student attitudes, motivation, applications of technology for school work, and improved organizational skills. Two conclusions were revealed from this study. First, laptop access did not prove to be the better learning technique over not having laptop access in improving student achievement. There was no significant difference as explained in analysis which found the power was low. Second, the study concludes that laptop access may improve student attitudes. When surveying students regarding the use of laptops, overall, students indicated that when compared to not having laptop access they felt more successful in school, more motivated to learn, their organizational skills were better, and their perceptions toward their test scores had improved. The study recommended that future research be conducted to: (1) Examine principals' participation in professional development activities related to educational technology. (2) Provide teachers with instructional design, delivery, staff development, on-going technical support, and opportunities in the classroom to integrate technology resources daily into the curriculum. (3) Study the effect of instructional uses of laptops and student achievement.
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Date Issued
2004
PURL
http://purl.flvc.org/fau/fd/FADT12091
Subject Headings
Educational technology--United States, Computer-assisted instruction, Middle school education--United States--Philosophy, Laptop computers--Public opinion, Computers and children, Education--Effect of technological innovations on--United States
Format
Document (PDF)

Pages