Related Papers
What’s BEFORE the iPad®? Teaching Basic Prerequisite Skills for iPad® Use
Kimberly Maich, Steve Sider
Assistive technology, such as that available in an iPad®, have increasingly been used to support learning for all students and particularly for those with special education needs. The purpose of this article is to consider the prerequisite skills required for effective iPad® use. The effective integration of assistive technologies, from technology, pedagogy, and content knowledge perspectives is an important theoretical framework. From a Universal Design for Learning perspective, we consider how new skills can be taught and how task analysis is a critical part of the process. A review of suggested apps for prerequisite skills, such as cause and effect, tap, drag, and swipe, is included as are considerations for Individual Education Plans. An authentic case anecdote is provided to illustrate the ways in which prerequisite skills can be addressed. The conclusion integrates the scholarly literature on teaching and assistive technology
DADD Online
Using a Photographic Electronic Activity Schedule to Decrease Latency in Transition Time for a Nine-Year-Old Girl with an Autism Spectrum Disorder
2014 •
Kimberly Maich, Carmen Hall
Utilizing iPads for students with ASD is a growing trend in educational settings; however, research to support the use of this technology is in its infancy. This study examined the use of an electronic photographic scheduler for a 9-year-old girl for transitions across the school day in an inclusive school setting. An ABAB design examined the implementation of the app Routinely onto an iPad to visually represent an electronic schedule. Results demonstrated a decrease in both latency for transitions and type and number of prompts in order to make transitions throughout the study. A reversal was not seen in latency or prompt usage. The study illustrates initial results to support the use of the iPad for use of visual schedules with students with ASD. Limitations and suggestions for future research are discussed
Augmented Reality for Teaching Science Vocabulary to Postsecondary Education Students With Intellectual Disabilities and Autism
David Cihak, Don McMahon, Sherry Bell
Using Constant Time Delay and eCoaching to Teach Employment Skills to Young Adults with Autism Spectrum Disorder and Intellectual Disability in a Community Work Environment
2017 •
Annemarie Horn
Author: Annemarie L. Horn Title: Using Constant Time Delay and eCoaching to Teach Employment Skills to Young Adults with Autism Spectrum Disorder and Intellectual Disability in a Community Work Environment Institution: Old Dominion University Dissertation Advisor: Dr. Robert A. Gable Degree: Doctor of Philosophy Department: Communication Disorders and Special Education Year: 2017 The goal of secondary education is to prepare students for greater levels of independence, especially in the areas of continued education and community employment. However, despite underlying potential, young adults with autism spectrum disorder (ASD) and comorbid intellectual disability (ID) are vastly underrepresented in the area of postsecondary employment. This could be attributed to the unique characteristics and learning needs of these students, or it may be a function of the lack of effective, evidence-based teaching practices, implemented with fidelity. The purpose of this study was to examine the e...
Universal Journal of Educational Research
Effectiveness of Using iPads to Increase Academic Task Completion by Students with Autism
2014 •
M.E.B. Lewis
A formative program evaluation of a postsecondary support program for students with high functioning autism spectrum disorder A FORMATIVE PROGRAM EVALUATION OF A POSTSECONDARY SUPPORT PROGRAM FOR STUDENTS WITH HIGH FUNCTIONING AUTISM SPECTRUM DISORDER
2015 •
Kelly Wise
A formative program evaluation of a postsecondary support program for students with high functioning autism spectrum disorder
Kelly Wise
Predictors of Employment and College Attendance Outcomes for Youth in Transition: Implications for Policy and Practice
Ashmeet Oberoi
Online Submission
Using Tablet Computers as Instructional Tools to Increase Task Completion by Students with Autism
2013 •
Patricia Omalley
Transition Planning for Young Adults with Autism Spectrum Disorder: A Transition Coordinator’s Perspective
2021 •
Stephanie Quarles
The purpose of this phenomenological study was to examine the perception of transition coordinators as they help students with autism spectrum disorder (ASD) transition from high school to college or post-school activities, including postsecondary education and employment. This research study considered practices of transition coordinators and determined if they were aligned with current best practices, while highlighting challenges and barriers to good transition planning. Semi-structured interviews were used which revealed four major themes: (a) transition process differences, (b) financial issues, (c) parental/family involvement, and (d) transition planning practices. Findings revealed that poor transition outcomes are influenced by lack of standardized practices, financial issues, family expectations, and post-graduation evaluations. The study points to a number of recommendations to address the perennial challenges of low employment and stagnant postsecondary school activities....
