You are here:

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

, , ,

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 October 19, 2019 from .

This record was imported from ERIC on April 19, 2013. [Original Record]

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.

Keywords