Evaluating a computer flash-card sight-word recognition intervention with self-determined response intervals in
Samantha Cazzell1, Christopher H Skinner1, Dennis Ciancio1
1Educational Psychology and Counseling Department, The University of Tennessee.
Summary
Computer flash cards helped elementary students with intellectual disability learn new sight words independently. Further research should compare fixed versus self-determined learning intervals.
Area of Science:
- Special Education
- Applied Behavior Analysis
- Cognitive Psychology
Background:
- Students with intellectual disability often require specialized interventions for academic skill acquisition.
- Sight-word recognition is foundational for reading fluency and comprehension.
- Self-determination in learning can positively impact engagement and outcomes.
Purpose of the Study:
- To evaluate the effectiveness of a computer flash-card intervention for sight-word recognition in elementary students with intellectual disability.
- To investigate the impact of self-determined response intervals within the intervention.
- To provide a foundation for comparing different intervention parameters.
Main Methods:
- A concurrent multiple-baseline across-tasks design was employed.
- The intervention utilized computer flash cards for sight-word recognition.
- Participants were elementary-school students diagnosed with intellectual disability.
- Participants had control over their response intervals.
Main Results:
- Both participants successfully acquired previously unknown sight words across all word sets.
- The intervention demonstrated effectiveness in improving sight-word recognition.
- Self-determined response intervals were integrated into the learning process.
Conclusions:
- Computer-based flash-card interventions can be effective for teaching sight words to students with intellectual disability.
- The study highlights the potential of incorporating self-determination within educational technology.
- Further research is needed to compare fixed versus self-determined intervals and their effects on behavior and self-determination.
