Response Prompting with PowerPoint Software for Functional and Academic Vocabulary Development Mari Beth Coleman, Ph.D., Kevin Hurley, M.S., Meredith Phelan, M.S., Melissa Martin, M.S.

University of Tennessee, College of Education, Health and Human Sciences, Department of Theory and Practice in Teacher Education

Presenters:

Mari Beth Coleman is an Assistant Professor in the Special Education Program

at the University of Tennessee. She has 13 years P-12 teaching experience.

Her primary area of research interest is the use of assistive technology to

increase academic achievement. Contact her at: mbc@utk.edu

Kevin Hurley completed his M.S. in Special Education at the University of

Tennessee in 2011. He currently is a high school special education teacher for

Knox County Schools.

Meredith Phelan completed her M.S. in Deaf Education at the University of

Tennessee in 2012. She currently is an elementary school special education

teacher for Knox County Schools.

Melissa Martin is a doctoral student in Special Education at the University of

Tennessee. She previously taught in an elementary self-contained classroom in

South Carolina. Her primary areas of research are teacher education and

education of students with high incidence disabilities.

RESULTS

Coleman, M. B., Hurley, K. J., & Cihak, D. F. (2012). Comparing teacher-directed and computer-assisted constant time delay for teaching functional sight words for students with moderate intellectual disabilities. Education and Training in Autism and Developmental Disabilities, 47, 280-292.

PARTICIPANTS

ABSTRACT

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 through a PowerPoint presentation set up with a delay interval followed by an auditory and visual controlling prompt. These conditions were compared using an alternating treatments design. For the purposes of generalization, students were given the task of following recipes for snacks containing previously targeted sight words. Results indicated both strategies were effective; however, the teacher-directed strategy was slightly more efficient in terms of trials to criterion. The findings are encouraging given that students with moderate intellectual disability often depend on one-on-one instruction and may benefit from instruction with PowerPoint software.

Coleman, M. B., Phelan, M., Martin, M., Cihak, D. F., & Wolbers, K., (in preparation). Comparing teacher-based and computer-assisted simultaneous prompting to teach academic vocabulary to students who are deaf or hard of hearing.

Participant Age Eligibilities / Diagnoses Full Scale IQ Reading Scores

Joe 10 Moderate Intellectual Disability, Speech Language Impairment

48 (WISC-IV) Not available

Kyle 12 Autism, Seizure Disorder, Moderate Intellectual Disability, Speech Language Impairment

46 (WISC-IV) 40 (Word Reading: WIAT-II)

Jake 10 Moderate Intellectual Disability, Speech Language Impairment

44 (WISC-IV) 37 (Basic Reading: WJ-III)

RESULTS

ABSTRACT

PARTICIPANTS

Participant Age Hearing Loss / Diagnosis; Communication

Reading Scores

Natasha 7 Hereditary bilateral profound sensorineural hearing loss of 100dB unaided, cochlear implant; Signed English with some spoken language.

Not available

Mason 7 Bilateral severe hearing loss of 90dB unaided caused by auditory neuropathy / auditory dyssynchrony; Signed English with some spoken language.

K.7 GE (Basic

Reading: WJ-III)

Craig 8 Mild to moderate hearing loss of 25dB, aided, caused by absence of thyroid at birth; Signed English with some spoken language.

1.4 GE (Basic

Reading: WJ-III)

The purpose of this study was to compare the effectiveness and efficiency of teacher-directed and computer-assisted simultaneous prompting for teaching three students with hearing loss to identify reading and math vocabulary words. Target words were selected from the Academic Vocabulary Section of the Measures of Academic Progress and were taught via teacher-delivered simultaneous prompting or through a PowerPoint presentation set up with vocabulary words immediately followed by a video controlling prompt (teacher signing the vocabulary word). These conditions were compared using an alternating treatments design for one set of words with two other sets of words introduced in a multiple probe design using the preferred method of instruction for each student. Results indicated both strategies were effective for two students with computer-assisted instruction being the preferred condition; however, one student showed no progress with computer-assisted instruction. The findings suggest that some students with hearing losses may benefit from instruction with PowerPoint software, but individual differences and preferences must be considered.

Natasha Mason Craig

PowerPoint can be an effective tool for enhancing reading and vocabulary development for students with disabilities. It should be used as a supplement to quality teacher instruction. For students who often require 1:1 instruction, PowerPoint may provide a unique opportunity to work independently to practice skills. Because of the wide availability of PowerPoint Software (or the free PowerPoint Player), students can practice skills in multiple locations. (e.g., homework). PowerPoint presentations are customizable, easy to make, and reusable. However, individual student characteristics must be considered and students who cannot attend to the computer without adult support may not benefit from PowerPoint instruction.

Joe

Kyle

Jake

CONCLUSIONS