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Using Simultaneous Prompting and Computer-Assisted Instruction to Teach Story Writing to Students with Autism
ARTICLE

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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 .

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