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The Effect of Constant Time Delay and Sentence Frames on Correct Word Selection for Sentences Constructed Using Technology-Aided Instruction During a Story-Based Lesson
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In: Electronic Theses and Dissertations (2022)
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Abstract:
The purpose of this study was to investigate the effect of an intervention package that included constant time delay (CTD) and sentence frames on correct word selection for sentences constructed using technology-aided instruction (TAI) during and following a story-based lesson (SBL) for participants ages 6-8 who have intellectual disability, developmental delays, and autism (IDD). A multiple probe across participants design was used to evaluate the efficacy of the intervention. Probes were conducted during baseline, intervention, generalization, and maintenance phases to determine the effectiveness of the intervention on correct word selection for sentence construction. Results indicate a functional relation between the intervention package on correct word selection for sentence construction during a shared story. Additionally, the Percent of Nonoverlapping Data (PND) indicate overall strong effects. Finally, students were able to demonstrate both generalization and maintenance of skills.
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Keyword:
Accessibility; autism; constant time delay; Curriculum and Instruction; Educational Methods; Educational Technology; intellectual disability; sentence frames; Special Education and Teaching; technology-aided instruction; writing
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URL: https://dc.etsu.edu/cgi/viewcontent.cgi?article=5564&context=etd https://dc.etsu.edu/etd/4056
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From Panic to Joy: The Socio-emotional Side of Information Literacy for First-Generation College Students
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In: Georgia International Conference on Information Literacy (2022)
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English is Not Dead! Long Live English: Teaching the Evolution of English and Inclusive Communication Via Online, Face to Face or Hybrid Instruction
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In: Georgia International Conference on Information Literacy (2022)
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Specialized writing instruction for deaf students: A randomized controlled trial
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In: Theory and Practice in Teacher Education Publications and Other Works (2022)
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Using Issues in Honors Education to Teach Argumentation
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In: Honors in Practice -- Online Archive (2022)
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The Critical Workshop: Writing Revision and Critical Pedagogy in the Middle School Classroom
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In: Doctoral Dissertations (2022)
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Using ‘How To …’ Videos in Feedforward Practices to Support the Development of Academic Writing
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In: Journal on Empowering Teaching Excellence (2022)
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“I Kind of Pushed Back”: Efficiency and Urgency in a No-Excuses Writing Curriculum
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In: Teaching/Writing: The Journal of Writing Teacher Education (2022)
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First-Year-Composition Writing Conferences as a Pathway for Becoming Graduate Teaching Assistants
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In: Teaching/Writing: The Journal of Writing Teacher Education (2022)
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Closing The English Language Proficiency Gap In Post-Secondary Education In Canada
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In: Dissertations (2021)
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Textproduktion von schwach schreibenden Jugendlichen. Eine empirische Studie zum Schreibprozess im Kontext des persuasiven Argumentierens
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Lindauer, Nadja. - : Waxmann, 2021. : Münster, 2021. : New York, 2021. : pedocs-Dokumentenserver/DIPF, 2021
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In: Münster ; New York : Waxmann 2021, 306 S. - (Sprachliche Bildung – Studien; 9) (2021)
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OER Guide for WR 227 Instructors: Using Open Educational Resources (OERs) in WR 227 Courses
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In: PDXOpen: Open Educational Resources (2021)
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Translanguaging and Academic Writing: Possibilities and Challenges in English-Only Classrooms ...
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Translanguaging and Academic Writing: Possibilities and Challenges in English-Only Classrooms ...
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TESOL Applications of the Regressive Imagery Dictionary: An Exploratory Analysis of Word Frequency, Text-Type, and Narrative Production ...
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TESOL Applications of the Regressive Imagery Dictionary: An Exploratory Analysis of Word Frequency, Text-Type, and Narrative Production ...
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Completing the first assignment: A case study of the writing processes of a successful and an unsuccessful student
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In: Research outputs 2014 to 2021 (2021)
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Learning Effect in a Multilingual Web-Based Argumentative Writing Instruction Model, Called ECM, on Metacognition, Rhetorical Moves and Self-Efficacy for Scientific Purposes
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In: Mathematics ; Volume 9 ; Issue 17 (2021)
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