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Using two iPadRTM apps that provide ...

Briggs, Mary Fay.

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Using two iPadRTM apps that provide graphic organizers and explicit curricular vocabulary instruction for students with autism spectrum disorder: A single subject multiple probe study.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Using two iPadRTM apps that provide graphic organizers and explicit curricular vocabulary instruction for students with autism spectrum disorder: A single subject multiple probe study./
作者:	Briggs, Mary Fay.
面頁冊數:	216 p.
附註:	Source: Dissertation Abstracts International, Volume: 76-09(E), Section: A.
Contained By:	Dissertation Abstracts International76-09A(E).
標題:	Special education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3689499
ISBN:	9781321689525

Using two iPadRTM apps that provide graphic organizers and explicit curricular vocabulary instruction for students with autism spectrum disorder: A single subject multiple probe study.
Briggs, Mary Fay.

Using two iPadRTM apps that provide graphic organizers and explicit curricular vocabulary instruction for students with autism spectrum disorder: A single subject multiple probe study. - 216 p.

Source: Dissertation Abstracts International, Volume: 76-09(E), Section: A.

Thesis (Ed.D.)--Liberty University, 2015.

This study represents a quantitative approach to research, which was focused on information retrieval in children with autism spectrum disorder (ASD), who attended inquiry-based classes in British international primary schools in Hong Kong. A single-subject multiple probe across behaviors, with concurrent replication across five participants, was the research design, which was used to study the effects of both the Popplet app and Futaba Classroom Games for Kids app on the ability of 7-11 year old children with ASD to learn vocabulary words for an International Baccalaureate Primary Years Programme (PYP) Unit of Inquiry. The study also examined the effects of the use of these two apps on the ability of each participant to use those vocabulary words during speaking activities in the inclusive classroom and on the end-of-unit reflection sheet. In order to collect data, the researcher used: (a) probe sessions, (b) systematic observations during lessons, and (c) analysis of written or verbal responses for the end-of-unit reflection sheet. Graphic analysis was conducted through visual inspection of graphs as well as by calculation of: (a) data trends, (b) absolute level change, (c) relative level change, (d) level stability, and (e) the percentage of non-overlapping data (PND). The results indicated a functional relationship between the intervention and the ability of each participant to learn and use targeted vocabulary words.

ISBN: 9781321689525Subjects--Topical Terms:

516693
Special education.

Using two iPadRTM apps that provide graphic organizers and explicit curricular vocabulary instruction for students with autism spectrum disorder: A single subject multiple probe study.
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