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J Autism Dev Disord. 2013 Jun;43(6):1465-72. doi: 10.1007/s10803-012-1682-x.

Brief report: learning via the electronic interactive whiteboard for two students with autism and a student with moderate intellectual disability.

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1
Department of Educational Studies, Purdue University, 100 N University Street, West Lafayette, IN 47907-2098, USA. gyakubov@purdue.edu

Abstract

The effects of a multicomponent intervention (a self-operated video modeling and self-monitoring delivered via an electronic interactive whiteboard (IWB) and a system of least prompts) on skill acquisition and interaction behavior of two students with autism and one student with moderate intellectual disability were examined using a multi-probe across students design. Students were taught to operate and view video modeling clips, perform a chain of novel tasks and self-monitor task performance using a SMART Board IWB. Results support the effectiveness of a multicomponent intervention in improving students' skill acquisition. Results also highlight the use of this technology as a self-operated and interactive device rather than a traditional teacher-operated device to enhance students' active participation in learning.

PMID:
23080208
DOI:
10.1007/s10803-012-1682-x
[Indexed for MEDLINE]
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