Computer-Based Reading Interventions with a Post-Secondary Student with Intellectual Disability: Self-Determined and Fixed Response Intervals

Working with a post-secondary student with intellectual disability, an adapted alternating treatments design was used to compare sight-word acquisition across three computer-delivered learning trial interventions: one with fixed 5-s response intervals, another with fixed 1-s response intervals, and a third with self-determined intervals. Visual analysis of session-series graphs suggest that all three interventions increased sight-word acquisition with the 5-s and self-determined interventions causing more steady and consistent learning per session than the 1-s intervention. Analysis of the time-series graph suggests that the self-determined intervention caused superior learning rates to the other interventions. From an applied perspective, the self-determined intervention is the most appropriate remedial procedure for this student because it resulted in the most rapid learning. Discussion focuses on the value of making relative-effectiveness decisions based on measures of learning as a function of time spent learning (learning speed) versus measures of learning as a function of sessions or trials.

Disfluent Font Can Hinder Sight-Word Acquisition in Students With Intellectual Disability

Students with intellectual disability often have difficulty reading commonly used words. Researchers have found altering printed text from fluent, easy-to-read font, to disfluent, difficult-to-read font can enhance comprehension and recall. An adapted alternating treatments design was used to evaluate and compare sight-word acquisition and maintenance in three postsecondary students with intellectual disability when flashcards were presented in fluent (i.e., 14-point Arial) and disfluent (i.e., 14-point Juice ITC reduced to 70% transparency) fonts. Results showed all three students acquired and maintained both fluent and disfluent words, with two of the three students learning more fluent words. These findings suggest altering fonts to make them difficult to read can hinder, rather than enhance, word learning in students with intellectual disability. Directions for future research are provided with a focus on the need for aptitude-treatment interaction studies.

The Effects of Reading Racetrack with Direct Instruction Flashcards and a Token System on Sight Word Acquisition For Two Primary Students with Severe Conduct Disorders

Introducción. El propósito del estudio fue evaluar la eficacia de las pistas durante la lectura y de los tarjetas (flashcards) de instrucción directa, con dos estudiantes con desordenes del comportamiento. Para aumentar comportamiento de recogida de datos durante la tarea, fue implementada una economía simbólica con un componente de coste de la respuesta.Método. Los participantes fueron dos varones de ocho años. Durante la recogida de datos del comportamiento durante la tarea, participaron dos varones de ocho años, con un diseño de línea base múltiple. Las correciones y los errores fueron registrados y seguidos sobre listas de palabras seleccionadas y empleadas en el distrito escolar.Resultados. Ambos estudiantes mostraron un aumento en respuestas correctas y una disminución de errores cuando se analizó el conjunto de la intervención.Discusión y Conclusión. Cuando se analiza el conjunto de la intervención los efectos son significativos. Se resumen y analiza el sentido práctico de emplear estos procedimientos.

The Effects of Direct Instruction Flashcards on Sight Word Skills ofan Elementary Student with a Specific Learning Disability

The purpose of this study was to implement and evaluate a Direct Instruction (DI)flashcard system to teach sight word acquisition to a 6th grade student with a documented Specific Learning Disability. A multiple baseline design was used across word setswith each student to evaluate the effectiveness of the flashcard procedures. A functional relationship was demonstrated between the use of the strategies and the reading of sight words for the participant. The study showed that DI flashcards are able to be an effective way to teach students with specific learning disabilities (SLP). Both staff and students enjoyed the intervention.