Search results for author:"Robert C. Pennington"
Total records matched: 8 Search took: 0.078 secs
You may get more results with author:"Robert C. Pennington".
Computer-Assisted Instruction for Teaching Academic Skills to Students with Autism Spectrum Disorders: A Review of Literature
Focus on Autism and Other Developmental Disabilities Vol. 25, No. 4 (December 2010) pp. 239–248
Although legislation mandates that students with autism receive instruction linked to the general education core content, there is limited research supporting the effectiveness of interventions for teaching core content to these students. In this...
Beyond Behavior Vol. 19, No. 1 (2009) pp. 17–25
The prevalence of students with autism spectrum disorders (ASD) within school settings is increasing steadily. These students provide unique challenges to educational professionals because they often demonstrate weaknesses across areas that are...
Education and Treatment of Children Vol. 35, No. 3 (August 2012) pp. 389–406
Writing is a critical skill because it is used to access reinforcement in a variety of contexts. Unfortunately, there has been little research on writing skills instruction for students with intellectual disabilities and autism spectrum disorders....
TEACHING Exceptional Children Vol. 47, No. 5 (June 2015) pp. 272–280
The purpose of this article is to provide teachers with tools that they can use to teach written expression to school-age students with intellectual disabilities. These tools are presented around the mnemonic ACCESS: accommodations and assistive...
Small-Group Technology-Assisted Instruction: Virtual Teacher and Robot Peer for Individuals with Autism Spectrum Disorder
Journal of Autism and Developmental Disorders Vol. 48, No. 11 (2018) pp. 3816–3830
The authors combined virtual reality technology and social robotics to develop a tutoring system that resembled a small-group arrangement. This tutoring system featured a virtual teacher instructing sight words, and included a humanoid robot...
Using Simultaneous Prompting and Computer-Assisted Instruction to Teach Narrative Writing Skills to Students with Autism
Education and Training in Autism and Developmental Disabilities Vol. 49, No. 3 (September 2014) pp. 396–414
Despite the importance of written expression to the lives of individuals with autism spectrum disorders (ASD), there is limited research on teaching writing skills to this population. In the current study, we used a multiple probe across behaviors...
Using Simultaneous Prompting and Computer-Assisted Instruction to Teach Story Writing to Students with Autism
Assistive Technology Outcomes and Benefits Vol. 7, No. 1 (2011) pp. 24–38
In the current study, the researchers evaluated the effects of simultaneous prompting and computer-assisted instruction on the story-writing responses of 3 males with autism, 7 to 10 ears of age. Classroom teachers conducted all probe and training...
Topics in Early Childhood Special Education Vol. 29, No. 4 (2010) pp. 214–225
The purpose of this study is to evaluate the impact of functional communication training on elopement when consultation support is delivered via desktop videoconferencing. An ABAB design was used to evaluate the effectiveness of functional...