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- Keyword
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- Behavioral assessment--Methodology; Problem children--Education; (1)
- Communication devices for autistic children; iPad (Computer); Computer-assisted instruction; (1)
- Educational technology--Iowa; Children with disabilities--Education--Technological innovations--Iowa; (1)
- Elementary; (1)
- Inclusive education; Education (1)
- Publication
- Publication Type
Articles 1 - 4 of 4
Full-Text Articles in Education
Teachers’ Interaction With A Young Child With Asd To Support Language And Communication Skills Development: Comparing Ipad And Non-Ipad Use, Saeed Almalki
Annual Graduate Student Symposium
The purpose of this study was investigating teachers’ interaction with a young child with ASD when they were using iPad to support language and communication skills development. A manipulation-free design was applied. Business-as-usual classroom interaction was analyzed. Utterances were divided into two conditions (iPad-use and non-iPad-use) to compare effectiveness on supporting the child’s engagement in teacher-child interaction. In addition, interviews with teachers were conducted to collect more information about their own perspectives regarding iPad use with the student with ASD. Results of the study indicate that child-teacher joint attention and teachers’ verbal assistance happened more frequently when iPad was not …
1:1 Technology Programs Impact On Iowa Schools, Kong Chen, Palmer Scott, Noor Albayat, Ghader Albayat, Danielle Stubbs
1:1 Technology Programs Impact On Iowa Schools, Kong Chen, Palmer Scott, Noor Albayat, Ghader Albayat, Danielle Stubbs
Annual Graduate Student Symposium
The purpose of this research is to examine school-based use and student outcomes of 1:1 technology initiative. Qualitative methodology was used to understand one district’s process implementing 1:1 technologies. Guiding this exploration was an interpretivist paradigm that facilitated understanding the district’s intent, motivation, planning, and results of 1:1 implementation.
A Preliminary Investigation Of The Relationship Between Direct Behavior Rating And The Conners 3 Teacher Rating Scale - Short Form, Jessica Stodden Stumme
A Preliminary Investigation Of The Relationship Between Direct Behavior Rating And The Conners 3 Teacher Rating Scale - Short Form, Jessica Stodden Stumme
Dissertations and Theses @ UNI
A growing body of evidence shows that Direct Behavior Rating (DBR) should continue to be examined as a method of behavior assessment to inform decisions about universal screening as well as progress monitoring for group or individual interventions. Researchers have looked toward DBR as a potential method to capture levels of problem behavior for use in tiered problem solving models. Most research on DBR has focused on comparing its ratings against systematic direct observation. The current study examined the correlation between DBR ratings of academic engagement and disruptive behavior with the Conners 3-Teacher Short (Conners 3-T(S)) form. This is important …
How Inclusion Is Defined And Implemented In Elementary Classrooms, Bailey Jo Wright
How Inclusion Is Defined And Implemented In Elementary Classrooms, Bailey Jo Wright
Honors Program Theses
The purpose of this thesis is to explore the various interpretations of inclusion and how we can implement it to a greater and more successful degree in elementary schools. Individuals with disabilities are discriminated against in many education systems, where additionally the law is not being upheld. This thesis provides an accessible, coherent framework for practicing teachers and future educators to gain a better understanding of the definitions of inclusion, the barriers they may encounter, and the best practices to guide them towards inclusive success.