About
71
Publications
35,980
Reads
How we measure 'reads'
A 'read' is counted each time someone views a publication summary (such as the title, abstract, and list of authors), clicks on a figure, or views or downloads the full-text. Learn more
3,448
Citations
Introduction
Current institution
Publications
Publications (71)
The use of video modeling (VM) procedures in conjunction with the picture exchange communication system (PECS) to increase independent communicative initiations in preschool-age students was evaluated in this study. The four participants were 3-year-old children with limited communication skills prior to the intervention. Two of the students had be...
Four middle school students with autism spectrum disorders participated in a brief functional analysis and a video Social Stories™ intervention to remediate attention-seeking and task-avoidance behaviors. Results indicated that matching video Social Stories™ to specific functions of behaviors increased task-engagement behaviors in the general educa...
This study examined the use of teaching three students with autism how to comprehend pictures. Students were elementary-aged, did not speak, and needed communication training. Students were provided systematic visual literacy instruction. Visual literacy instruction consisted of comprehending familiar people, objects, actions, and sequences through...
The purpose of this study was to examine the use of a classwide positive peer reporting intervention known as “tootling” in
conjunction with a group contingency procedure to reduce the number of disruptive behaviors in a third-grade inclusive classroom.
Nineteen elementary students including four students with disabilities (i.e., specific learning...
An experimental design was used to evaluate the effects of a classroom‐based purchasing skills intervention designed to teach postsecondary students with intellectual and developmental disabilities the one‐dollar‐more purchasing strategy. The experimental group students (n = 12) completed the intervention first,and the control group participants (n...
While social skills training allows students to acquire social skills, often it does not enhance their performance of those skills outside the social skills training context. A withdrawal design was used to determine if a modified Tootling intervention could enhance at-risk, first-grade students’ performance of two recently trained social skills (c...
This study examined the use of a wearable smartwatch-based intervention to support the executive functioning needs of college students with intellectual disability and autism spectrum disorders. The study was designed to address the universal design for learning guidelines and checkpoints for Provide options for Executive Functions. Three students...
Adapted alternating treatment designs were used to evaluate and compare the effectiveness of two computer-based sight-word-reading interventions among three elementary school students with an intellectual disability. Each intervention provided 30 stimulus–response–stimulus–response learning trials. One intervention included fixed 3-s response inter...
An alternating treatments design was used to evaluate and compare the effects of two interdependent group contingencies on the academic performance, on-task behavior, and disruptive behavior of eighth-grade students in a social studies class. All students were enrolled in a self-contained alternative school for students with behavior problems. Deli...
Elementary school multicultural reading curricula include characters with diverse proper names, which are often unfamiliar and differ phonetically from students' native language. These names could impact reading outcomes by increasing students' cognitive load and/or creating cognitive disfluency. In Study 1, students in grades 1 through 2 read a st...
This study explores the impact of Strategic and Interactive Writing Instruction (SIWI) on six students' written language skills through the application of a multiple-baseline probe single case design with embedded condition. This was part of a larger Institute of Education Sciences (IES)-funded project focused on the development and feasibility of...
The purpose of this study was to examine the effects of using mobile technology applications to improve digital communication skills in four postsecondary students with intellectual disability. An alternating treatment design was used to compare the effectiveness of three mobile technological applications to improve digital communicative interactio...
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 maintena...
Transition postsecondary education programs for students with intellectual disabilities create supported environments to help students with intellectual and developmental disabilities transition from high school to gainful employment and independent living. In effort to be inclusive, transition programs often include an option for students to audit...
An adapted alternating treatments design was used to evaluate and compare the effects of two group contingency interventions on mathematics assignment accuracy in an intact first-grade classroom. Both an interdependent contingency with class-average criteria (16 students) and a dependent contingency with criteria based on the average of a smaller,...
The purpose of this study was to examine the effects of using mobile technology to improve navigation skills in three students with intellectual disability (ID) in a postsecondary education program. Navigation skills included using an augmented reality iPhone app to make correct “waypoint” decisions when traveling by foot on a university campus to...
The purpose of this study was to examine the impact of a video modeling (VM) intervention in conjunction with a system of least prompts (SLP) to teach safety skills using cell phones to students with a moderate intellectual disability. A multiple-probe design across three participants was used to assess student acquisition in taking and sending a p...
The purpose of this study was to examine the effects of augmented reality to teach a chain task to three elementary-age students with autism spectrum disorders (ASDs). Augmented reality blends digital information within the real world. This study used a marker-based augmented reality picture prompt to trigger a video model clip of a student brushin...
The purpose of this study was to examine the effect of a digitized podcast to deliver read-aloud testing accommodations on mobile devices to students with disabilities and reading difficulties. The total sample for this study included 47 middle school students with reading difficulties.
Of the 47 students, 16 were identified as students with disabi...
The purpose of this study was to examine the effects of a noncontingent reinforcement intervention package implemented by an interning teacher in a special education classroom to address disruptive behavior and task engagement for a third-grade, 8-year-old boy with developmental disability. Using a within-subject reversal design (A-B-A-B), a teache...
The purpose of this study was to examine the use of an emerging technology called augmented reality to teach science vocabulary words to college students with intellectual disability and autism spectrum disorders. One student with autism and three students with an intellectual disability participated in a multiple probe across behaviors (i.e., acqu...
Students with intellectual disabilities (ID) are less likely to continue their education or become employed after high school. Although transition services are provided, little is known about students’ understanding of their post-high school options. Using a social cognitive framework, the authors interviewed students with ID to determine their car...
In this study, the effects of teacher-provided simultaneous prompting and computer-assisted simultaneous prompting for teaching content-area vocabulary words to students who are deaf or hard of hearing were compared using a multiple probe across behaviors with an embedded alternating treatments design. Participants included three second-grade stude...
The purpose of this study was to compare the effects of three different navigation aids with students with intellectual disability. Participants included six college-aged students with intellectual disability who attended a postsecondary education program. An adapted alternating treatment design was used to compare a paper map, Google Maps on a mob...
The purpose of this study was to examine the effects of location-based augmented reality navigation compared to Google Maps and paper maps as navigation aids for students with disabilities. The participants in this single subject study were three college students with intellectual disability and one college student with autism spectrum disorder. Th...
Strategic and Interactive Writing Instruction (SIWI) has led to improved writing and language outcomes among deaf and hard of hearing (DHH) middle grades students. The purpose of this study was to examine the effects of SIWI on the written expression of DHH elementary students across recount/personal narrative, information report, and persuasive ge...
The purpose of this study was to compare the effects of teacher-directed simultaneous prompting to computer-assisted simultaneous prompting for teaching sight words to 3 elementary school students with intellectual disability. Activities in the computer-assisted condition were designed with Intellitools Classroom Suite software whereas traditional...
The purpose of this study was to examine the effects of teaching functional digital literacy skills to three high school students with intellectual disability. Functional digital literacy skills included sending and receiving email messages, organizing social bookmarking to save, share, and access career websites, and accessing cloud storage to dow...
Working with elementary students with disabilities, we used alternating treatment designs to evaluate and compare the effects of 2 computer-based flash card sight-word reading interventions, 1 with 1-s response intervals and another with 5-s response intervals. In Study 1, we held instructional time constant, applying both interventions for 3 min....
The purpose of this study was to examine the effects of using augmented reality applications to identify potential food allergens. Seven individuals with intellectual disabilities participated. Participants were shown how to use a mobile device equipped with the Red Laser application to identify potential food allergens. Results indicated a functio...
Applied Behavior Analysis-based early interventions are evidence based, efficacious therapies for autism. They are, however, labor intensive and often inaccessible at the recommended levels. In this paper we present ongoing doctoral research aimed at development of the formal, computational representation for Applied Behavior Analysis (ABA) that co...
The purpose of this study was to compare the effectiveness and efficiency of teacher-directed and computer-assisted constant time delay strategies for teaching three students with moderate intellectual disability to read functional sight words. Target words were those found in recipes and were taught via teacher-delivered constant time delay or thr...
The purpose of this study was to examine the effects of inquiry-based science instruction for five elementary students with learning disabilities (LD). Students participated in a series of inquiry-based activities targeting conceptual and application-based understanding of simple electric circuits, conductors and insulators, parallel circuits, and...
We used a multiple baseline design across math facts to evaluate classwide use of a taped problem (TP) intervention on first graders' digits correct per minute in a general education classroom. During TP, students attempted to respond to each math fact before they heard the answer on an audiotape. As problems were repeated, response intervals were...
This study evaluated the effects of simulation training to teach functional community skills to four students with developmental disabilities in middle school. A multiple probe across participants and multiple probe across behaviors allowed for an evaluation of a functional relation between simulation and skill acquisition. Students learned how to...
We used an adapted alternating treatments design to evaluate and compare the effects of 2 spelling interventions on spelling acquisition and maintenance, word reading, and vocabulary in three first-grade students. The first intervention, Cover, Copy, and Compare (CCC), involved having participants look at a word, cover it, write it, then compare th...
Forty eighth grade students with and without learning disabilities in an inclusive classroom participated in an adapted Step-Up to Writing (Auman, 2002) intervention program. The intervention targeted expository essays and composing topic, detail, transitional, and concluding sentences. A repeated-measures ANOVA indicated that both students with an...
This study evaluated the differential effects of two different visual schedule strategies. In the context of an alternating treatments design, static-picture schedules were compared to video based activity schedules as supports for three middle school aged students with autism. Students used the visual schedules to transition between activities in...
The purpose of this study was to systematically replicate and extend previous studies of the TOUCHMATH program, a multi-sensory mathematics program (Bullock, Pierce, & McClellan, 1989). Three middle school students with moderate and multiple disabilities (e.g., autism and moderate intellectual disabilities) participated. Students were taught how to...
The purpose of this study was to evaluate the effects of a computer-based video instruction (CBVI) program to teach life skills. Three middle school-aged students with intellectual disabilities were taught how to make a sandwich, use a microwave, and set the table with a CBVI software package. A multiple probe across behaviors design was used to ev...
The purpose of this study was to examine the reported preparedness of special educators participating in an alternative licensure program at a large university in the southeast while teaching in local area schools. Responses from 76 participants indicated relatively higher (M = 3.54 on a 1-4 scale) levels of preparedness by the university compared...
This study evaluated the efficacy of video modeling delivered via a handheld device (video iPod) and the use of the system of least prompts to assist elementary-age students with transitioning between locations and activities within the school. Four students with autism learned to manipulate a handheld device to watch video models. An ABAB withdraw...
The purpose of this study was to examine the effects of Power Cards on the initiation and maintenance of conversational skills in students with Asperger syndrome. Three high school students with Asperger Syndrome participated in this study. Power Cards were used to prompt students’ previously learned conversational skills in a multiple-baseline des...
This study was designed to evaluate the effects of a combined self-monitoring and static self-model prompts procedure on the academic engagement of three students with autism served in general education classrooms. The percentage of intervals engaged academically and the number of teacher prompts was analyzed in the context of a multiple probe acro...
A large number of special education teachers in the United States are prepared in alternative certification programs and insufficient empirical information exists regarding their knowledge of assistive technology. The purpose of this study was to conduct a preliminary investigation of alternatively licensed special education teachers' knowledge, ex...
The researchers examined the use of video modeling by means of a handheld computer as an alternative instructional delivery system for learning basic geometry skills. Three high school students with learning disabilities participated in this study. Through video modeling, teacher-developed video clips showing step-by-step problem solving processes...
The purpose of this study was to compare the effectiveness and efficiency of learning and maintaining vocational chain tasks using video self-modeling and video adult modeling instruction. Four adolescents with autism spectrum disorders were taught vocational and prevocational skills. Although both video modeling conditions were effective for acqui...
This study determined the effectiveness of noncontingent escape access to self-reinforcement, as a student-directed intervention. Three students successfully used a break card to systematically decrease inappropriate behavior maintained by negative reinforcement while increasing task engagement. In addition, teachers completed an Intervention Ratin...
The demands of basic math skills often limit the ability of students with autism spectrum disorders to master purchasing skills. This study examined the use of counting-on math skills in conjunction with the next-dollar strategy to enhance independent purchasing skills. Four students with autism and intellectual disabilities successfully acquired a...
Three elementary students with autism were taught single-digit addition problem-solving skills using number and touch-point strategies. Prior to the study, all students were unable to correctly calculate single-digit addition problems. An alternating-treatments design was used to compare the acquisition performance of single-digit addition problem-...
The use of a handheld prompting system by four students with moderate to severe intellectual disabilities to independently transition between an ordered chain of tasks was examined in a community vocational setting Effectiveness of the handheld prompting system was assessed using a multiple-probe design across participants. Analysis of the data rev...
Definitions of literacy that focus solely on reading words provide too narrow a framework for many students with severe disabilities. Obtaining information from the environment may be accomplished in a variety of modes, such as visual literacy, which is the ability to discern meaning conveyed through images. A component of visual literacy is pictur...
The purpose of this study was to examine the effect of a supplemental peer-mediated reading program on reading achievement of first graders (N = 76) in a two-way bilingual immersion (TWBI) program. Nearly 80% of students were Hispanic; of these, 24 were identified as English language learners (ELLs). Classrooms were randomly assigned to peer-assist...
This study determined the effectiveness of a commercially produced handheld computer, as a prompting system in facilitating the generalization and increasing the probability of long-term maintenance of vocational skills by adolescents with moderate intellectual disabilities. Four students successfully used the system in learning a task and then gen...
Educational experience in the community provides students with moderate and severe intellectual disabilities the opportunity to learn and rehearse skills they need to participate fully in community environments. The degree to which students with intellectual disabilities participate in their communities is often dependent on their ability to demons...
Customized employment is becoming more widely adopted as a means to assist job seekers with most significant disabilities to improve employment outcomes. These practices promise to have impact on their lives in a much broader way. Changes in 13 quality of life indicators, as perceived by job seekers or their community rehabilitation support workers...
Two groups of three students with moderate mental retardation were instructed using group procedures to compare static picture and video prompting simulation strategies. An alternating treatments design was used to compare individual student task acquisition and maintenance performances of purchasing and banking skills. The results indicated that t...
The complex nature of written expression presents difficulty for many students, particularly those with learning disabilities (LD). The literature in the area of written expression and students with learning disabilities indicates that explicit, rule-based instruction can enhance the writing skills of struggling students. Research in Direct Instru...
The purpose of this study was to compare the effectiveness and efficiency of static picture prompts and video modeling as classroom simulation strategies in combination with in vivo community instruction. Students with moderate intellectual disabilities were instructed in the tasks of withdrawing money from an ATM and purchasing items using a debit...
This study determined if the use of computer-assisted instruction Would be an effective method to promote Word identification using the Nonverbal Reading Approach (NRA). Three students With severe speech impairments and concomitant physical disabilities or autism Were provided decoding and Word identification instruction using the NRA across three...
The instructional scheduling arrangements of simulated and community-based instruction across an equivalent set of functional and vocational skills were examined. Five secondary age students with moderate intellectual disabilities participated in four instructional scheduling arrangements measuring skill acquisition, generalization, and maintenance...
