Evaluating a Computer Flash-Card Sight-Word Recognition Intervention With Self-Determined Response Intervals in Elementary Students With Intellectual Disability

    loading  Checking for direct PDF access through Ovid


A concurrent multiple-baseline across-tasks design was used to evaluate the effectiveness of a computer flash-card sight-word recognition intervention with elementary-school students with intellectual disability. This intervention allowed the participants to self-determine each response interval and resulted in both participants acquiring previously unknown words across all word sets. Discussion focuses on the need to evaluate and compare computer flash-card sight-word recognition interventions with fixed and self-determined response intervals across students and dependent variables, including rates of inappropriate behavior and self-determination in students with intellectual disability.

    loading  Loading Related Articles