Journal of Special Education Technology

The study examined the effects of frequent feedback to teachers on student performance during math instruction. Three teachers, whose classes contained mainstreamed students with mild disabilities, used the computer networking system to check student understanding of math concepts throughout their math lessons. A multiple baseline design across subjects (teachers) was used to assess the effects of using of the networking system on the time teachers spent on active teaching, feedback and explanations, the number of problems given and number of questions asked. Merely using the networking system led to changes in performance for only one of three teachers. In a second phase, using the networking system with coaching, teachers required students to meet a criterion (usually 80%) to determine whether students needed reteaching or were ready for instruction on a new problem type. Although insufficient data points were available for the third teacher, the results suggest that with coaching on how to use the data generated by the computer networking system, teachers increased the amount of time spent on active teaching, providing feedback, number of problems given, and number of questions asked. Teachers reported that the data shown on the monitor screen enabled them to more precisely determine whether students understood skills presented during the lesson.

A local area network of six microcomputers provided 32 seventh-grade, LD and Chapter One students and their teachers with increased capabilities to access information associated with academic performance. Specific information in the system included descriptions of all academic tasks assigned to students, as well as such basic specifications as date due and point value. As each quarterly period of instruction within the school year progressed, the system accumulated a complete performance record for each student. Students, resource teachers, and mainstream teachers were able to request up-to-the-moment reports of pending assignments, missing work, grades on particular tasks, and estimated overall course grade. Findings obtained during a 27 week field test underscored the feasibility and potential significance of such a system. System use by students and teachers occurred at high levels. All participants indicated that system use was a positive experience and that system operation was important. A significant, positive correlation was obtained for student use and completion of academic tasks. Further potentials for such a computer-assisted information system are evident, including significant forms of home-school linkage and automatic recognition of student performance.

The social skill of persons with disabilities has been found to influence employment, schooling, friendships, community involvement, and overall quality of life. However, the ability of researchers and practitioners to assess social skills has been limited by reliance upon paper and pencil recording procedures. The development of computer technology offers refinement and expansion of the ability to adequately assess social skills. In this paper, the impact of technology on assessing social skills in persons with disabilities is addressed in terms of describing the technology, implications of the technology, and the role of micro versus macro analysis.

This study investigated the learning and response differentiation of a variety of voice commands that served to control environmental devices by a person who is severely mentally retarded and severely physically impaired. The contingencies between vocalization and device activation were created by a computer system with voice recognition and environmental control capabilities. Using a multiple-baseline-across-behaviors experimental design, the study shows that the subject (a) learned the cause-and-effect relationship between her voice and the resultant environmental action, (b) differentiated various vocalizations for different environmental actions, and (c) experienced positive affect when she was in control. This application represents the first time in the subject's life that she exerted independent control over her environment.

The purpose of this study was to determine the suitability of using interactive videodisc for developing community based simulations for students with moderate disabilities. A multiple baseline design across students was used to assess the effects of the training package, that made use of an interactive videodisc-based simulation, on the students' skills to locate and purchase an item in simulated and natural convenience store settings. Three adolescents with moderate disabilities were taught how to access the equipment, discriminate items, and shop for snack items in a convenience store. During baseline and intervention phases, purchasing skills were assessed daily in simulated settings and weekly in natural settings. Measures included the number of extra actions to locate an item, percentage of assistance from the teacher, and number of purchasing steps completed correctly. All students learned how to access the equipment, to discriminate visuals of shopping items, and to interact in the simulated store setting. In addition for the simulated settings, students demonstrated a decrease in the number of extra actions needed to locate an item and an increase in the number of purchasing steps performed correctly.