Using Simultaneous Prompting and Computer-Assisted Instruction to Teach Story Writing to Students with Autism
ARTICLE
Robert C. Pennington, Melinda Jones Ault, John W. Schuster, Ann Sanders
Assistive Technology Outcomes and Benefits Volume 7, Number 1, ISSN 1938-727X
Abstract
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 sessions. The researchers used a multiple baseline across participants design to evaluate the efficacy of the intervention. In addition, they used pre-posttest measures to assess the generalization of acquired skills across untrained story topics and different response topographies. The data indicated that simultaneous prompting and computer-assisted instruction were effective in improving the story-writing skills of all 3 participants. Two of the participants demonstrated maintenance and generalization of trained responses. (Contains 1 table and 2 figures.)
Citation
Pennington, R.C., Ault, M.J., Schuster, J.W. & Sanders, A. (2011). Using Simultaneous Prompting and Computer-Assisted Instruction to Teach Story Writing to Students with Autism. Assistive Technology Outcomes and Benefits, 7(1), 24-38. Retrieved March 19, 2024 from https://www.learntechlib.org/p/55612/.
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Keywords
- assistive technology
- autism
- Computer Assisted Instruction
- Computer Software
- Creative Writing
- educational technology
- Elementary School Students
- instructional design
- Instructional Effectiveness
- Intervention
- Laptop Computers
- Males
- Pervasive Developmental Disorders
- Pretests Posttests
- Prompting
- special education
- Special Needs Students
- Story Telling
- teaching methods
- training
- Urban Schools
- Writing Difficulties
- Writing Instruction
- Writing skills
- Writing Strategies