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Effects of an iPad as a prompting device on increasing independence skills in elementary students with autism spectrum disorder
Effects of an iPad as a prompting device on increasing independence skills in elementary students with autism spectrum disorder
Stephanie M. Hindman
Students with autism spectrum disorder can experience challenges in acquiring the necessary adaptive skills to successfully transition out of high school. These challenges can prevent them from achieving independence, making them reliant on adults for everyday tasks ...
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Students with autism spectrum disorder can experience challenges in acquiring the necessary adaptive skills to successfully transition out of high school. These challenges can prevent them from achieving independence, making them reliant on adults for everyday tasks and having a restrictive impact on their level of involvement in their school and community. Current research is exploring the use of iPads as prompting tools on the acquisition of adaptive skills in individuals with autism spectrum disorder, specifically with individuals at the middle and high school level (Bouck, Savage, Meyer, Taber-Doughty, & Hunley, 2014; Gardner & Wolfe, 2015; Plavnick, Sam, Hume, & Odom, 2013). The purpose of this study was to determine the effectiveness of an iPad with the FileMaker app to promote independence skills by presenting daily living tasks through video and static picture prompting to third through sixth grade students with autism. A multiple probe design was utilized across three daily living skills and replicated across four participants to determine the effectiveness of an iPad with the FileMaker app as a prompting tool. Results indicate that participants could select a desired prompt type and that some participants could self-prompt through task steps for various skills without adult intervention. All participants were able to decrease the mean percentage of steps completed independently correct from the initial probe phase to the iPad intervention phase. In addition, participants were able to maintain high levels of performance in follow-up and maintenance probes.
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2017
Examining the effects of class size on student achievement in the Mohawk area school district
Examining the effects of class size on student achievement in the Mohawk area school district
an individual participant meta-analytic investigation
Lorree Houk
The issue of class size is a contentious issue in American education. While there is substantial empirical support for the existence of a negative correlation between class size and student achievement, numerous practical difficulties prevent schools from being able ...
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The issue of class size is a contentious issue in American education. While there is substantial empirical support for the existence of a negative correlation between class size and student achievement, numerous practical difficulties prevent schools from being able to further shrink class sizes. Policy-makers and educators need to achieve a more precise understanding of the degree to which class sizes make contributions to student achievement, as only such an understanding can allow decision-makers to set an effective class size policy. Educators have indicated that with smaller class sizes they are able to produce better student achievement results in reading and mathematics. With the increase in teacher accountability, class size is a topic discussed at the school district level. This independent meta-analytic investigation occurred within the Mohawk Area School District. The study sample included 93 reading classrooms and 97 mathematics classrooms ranging from grade levels kindergarten through eighth grade. The purpose of this quantitative case study based on statistical meta-analysis as to calculate the effect size of class size on student achievement in the Mohawk Area School District, Grades K-8. This purpose was achieved through calculating the effect size using Cohen's d. The i-Ready assessment was used as the standardized measure to calculate the effect of class size on achievement in reading and math. The analysis of this investigation indicates that there is no meaningful effect of class size on reading and math performance. These results are important considerations for the Mohawk Area School District as it faces budget constraints that impact the ability of the district to make class size decisions in the best interest of the staff and students.
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2017