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Effects of Computer-Based Practice on the Acquisition and Maintenance of Basic Academic Skills for Children with Moderate to Intensive Educational Needs
Julie M. Everhart, Sheila R. Alber-Morgan and Ju Hee Park
Education and Training in Autism and Developmental Disabilities
Vol. 46, No. 4, Cumulative Author Index 2001-2010 (December 2011), pp. 556-564
Published by: Division on Autism and Developmental Disabilities
Stable URL: http://www.jstor.org/stable/24232366
Page Count: 9
You can always find the topics here!Topics: Special needs students, Games, Disabilities, Special education, Computers in education, High school students, Computer games, Educational research, Academic education, Academic learning
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This study investigated the effects of computer-based practice on the acquisition and maintenance of basic academic skills for two children with moderate to intensive disabilities. The special education teacher created individualized computer games that enabled the participants to independently practice academic skills that corresponded with their IEP objectives (e.g., letter-sound correspondence, word identification, number identification). The computer games provided discrete learning trials with immediate feedback for each response. A multiple baseline across skills design demonstrated that computer-based practice resulted in the successful acquisition of basic academic skills for both participants. Additionally, both participants maintained at least two mastered skills for two to four weeks.
Education and Training in Autism and Developmental Disabilities © 2011 Division on Autism and Developmental Disabilities