Open Access. Powered by Scholars. Published by Universities.®
Special Education and Teaching Commons™
Open Access. Powered by Scholars. Published by Universities.®
Articles 1 - 3 of 3
Full-Text Articles in Special Education and Teaching
Establishing Self-Instruction Skills By Teaching Mands For Informational Inquiries With Intelligent Voice Assistants Using Progressive Time Delay, Taylor Rae Kelley
Establishing Self-Instruction Skills By Teaching Mands For Informational Inquiries With Intelligent Voice Assistants Using Progressive Time Delay, Taylor Rae Kelley
Theses and Dissertations--Early Childhood, Special Education, and Counselor Education
In this study, unknown questions were posed to four high school students with intellectual disabilities, and they were directed to use intelligent voice assistants to mand for the answers. This self-instruction skill was taught using progressive time delay within a multiple probe across participants design with embedded generalization probes. Participants were trained to initiate Siri® or Google Assistant™ before baseline sessions were conducted. The effectiveness of progressive time delay to teach this skill was evaluated when questions were presented by research implementers and when presented by untrained communication partners. Implementers exposed participants to additional voice commands at the end of …
Inclusion For Students With Intellectual Disabilities: A Philosophical Reconstruction Of The Student To Expand Access And Its Benefits, Derek Thomas Myles Daskalakes
Inclusion For Students With Intellectual Disabilities: A Philosophical Reconstruction Of The Student To Expand Access And Its Benefits, Derek Thomas Myles Daskalakes
Theses and Dissertations--Education Sciences
This dissertation attempts a philosophical rethinking of the concept of the student in educationally relevant disability law for the sake of expanding access to general education settings for students with intellectual disabilities (ID), without committing to the approach known as full inclusion. I show that students with ID receive significantly less access to general education settings in comparison to other student populations, and that empirical studies show this to be harmful to their learning and developmental outcomes. Discussion of this problem in the inclusion literature assumes one of two positions that separately support either maintaining the status quo regarding the …
Progressive Time Delay To Teach High School Students With Intellectual Disability To Initiate Manding Siri® For Unknown Information, Madelyn N. Calzi
Progressive Time Delay To Teach High School Students With Intellectual Disability To Initiate Manding Siri® For Unknown Information, Madelyn N. Calzi
Theses and Dissertations--Early Childhood, Special Education, and Counselor Education
A multiple probe design across participants with intermittent generalization probes was used to evaluate (a) the effectiveness of progressive time delay to teach four high school students with intellectual disability to initiate using Siri® when asked an unknown question and (b) the generalized use of Siri® when asked questions from untrained communicative partners. Technology training occurred prior to baseline to teach all participants to use Siri®. Secondary data were collected on Siri’s® response and student engagement with the answer. Due to the 2020 Covid-19 pandemic and school closures, only one participant entered intervention and the study was unable to be …