Search results for author:"Karen H. Douglas"
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Communicative Competence Inventory for Students Who Use Augmentative and Alternative Communication: A Team Approach
TEACHING Exceptional Children Vol. 47, No. 1 (October 2014) pp. 56–68
Students who use augmentative and alternative communication (AAC) represent a heterogonous group with complex communication needs. AAC--including aided communication means (e.g., pictures, devices) and unaided (e.g., signs, gestures)--is often used...
Journal of Special Education Technology Vol. 27, No. 2 (2012) pp. 59–70
Everyday technologies (e.g., iPods, iPads, and Smart Phones) other applications (apps) that can serve as supports to students with intellectual and related developmental disabilities. The extent to which apps that are currently on the market are...
Effects of Computer and Classroom Simulations to Teach Students with Various Exceptionalities to Locate Apparel Sizes
Education and Training in Autism and Developmental Disabilities Vol. 46, No. 3 (September 2011) pp. 454–469
This study evaluated the effects of simulation training to teach functional community skills to four students with developmental disabilities in middle school. A multiple probe across participants and multiple probe across behaviors allowed for an...
The Effectiveness of Electronic Text and Pictorial Graphic Organizers to Improve Comprehension Related to Functional Skills
Journal of Special Education Technology Vol. 26, No. 1 (2011) pp. 43–56
This study evaluated the effects of a computer-based instructional program to assist three students with mild to moderate intellectual disabilities in using pictorial graphic organizers as aids for increasing comprehension of electronic text-based...
Journal of Special Education Vol. 51, No. 4 (2018) pp. 201–210
Four middle school students with a developmental disability participated in a multiple probe design across students and replicated across conditions study to evaluate the effectiveness of constant time delay to teach them to create a grocery list on ...
Journal of Special Education Technology Vol. 24, No. 3 (2009) pp. 35–44
A series of single-subject experiments were conducted to evaluate the effects of presentational, translational, illustrative, instructional, and summarizing supports on the reading and listening comprehension of students with moderate intellectual...