Impact of Smart Board Technology: An Investigation of Sight Word Reading and Observational Learning

• Published in: Journal of autism and developmental disorders Vol. 37; no. 10; pp. 1869 - 1882
• Main Authors: Mechling, Linda C, Gast, David L, Krupa, Kristin
• Format: Journal Article
• Language: English
• Published: Heidelberg Springer 01.11.2007; Springer Nature B.V
• Subjects: Adult; Aptitude; Attention; Autism; Biological and medical sciences; CAI; Computer assisted instruction; Curriculum; Discrimination Learning; Down Syndrome - psychology; Down Syndrome - therapy; Education of Intellectually Disabled; Female; Food Preferences - psychology; Generalization (Psychology); Humans; Individualized Education Programs; Instructional Effectiveness; Intellectual disabilities; Interactive computer assisted learning; Learning; Learning disabled children; Male; Medical sciences; Moderate Intellectual Disability; Observation; Observational Learning; Pattern Recognition, Visual; Personal grooming; Psychology. Psychoanalysis. Psychiatry; Psychopathology. Psychiatry; Reaction Time; Reading; Reading comprehension; Reading Skills; Semantics; Sight Vocabulary; Sight words; Software; Special education. Orthophony; Students with disabilities; Teaching; Teaching Methods; Treatments; United States > US; Human; Treatment efficiency; Interactive mode; Developmental disorder; Interactive white board; Mental retardation; Learning; Case study; Reading; Observational learning; Treatment; Acquisition process; Computer assisted instruction; Language; SMART Board; Young adult; Intellectual deficiency; Observation; Computer assisted teaching; Special education; Sight word reading; Small group instruction
• ISSN: 0162-3257; 1573-3432
• DOI: 10.1007/s10803-007-0361-9

The effects of SMART Board technology, an interactive electronic whiteboard, and a 3s constant time delay (CTD) procedure was evaluated for teaching sight word reading to students with moderate intellectual disabilties within a small group arrangment. A multiple probe design across three word sets and replicated with three students was used to evaluate the effectiveness of SMART Board technology on: (a) reading target grocery words; (b) matching grocery item photos to target grocery words; (c) reading other students' target grocery words through observational learning; and (d) matching grocery item photos to observational grocery words. Results support use of this tool to teach multiple students at one time and its effects on observational learning of non-target information.