1
|
Children Who Are Deaf/Hard of Hearing with Disabilities: Paths to Language and Literacy. EDUCATION SCIENCES 2019. [DOI: 10.3390/educsci9020134] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
Students who are Deaf with Disabilities (DWD) comprise an extremely heterogeneous population. Similar to students who are d/Deaf or hard of hearing (DHH), students who are DWD vary in terms of degree, type, and age at onset of hearing loss, amplification, and preferred communication method. However, students who are DWD are also diverse in terms of type, etiology, and number and severity of disability(ies). Presented in this article is an overview of DWD followed by foci on Deaf with learning disabilities, Deaf with intellectual disabilities, Deaf with autism spectrum disorder, and deafblindness. Particular attention is given to communication, language, and literacy development.
Collapse
|
2
|
Probst KM, Walker VL. Using the System of Least Prompts to Teach Personal Hygiene Skills to a High School Student with Comorbid Visual Impairment and Autism Spectrum Disorder. JOURNAL OF VISUAL IMPAIRMENT & BLINDNESS 2017. [DOI: 10.1177/0145482x1711100603] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
Introduction This study evaluated the effectiveness of a workshop and follow-up coaching sessions on the implementation of the system of least prompts procedure by classroom team members and explored whether this intervention resulted in personal hygiene skill acquisition by a male high school student with comorbid visual impairment and autism spectrum disorder. Methods Implementation fidelity data were analyzed descriptively through visual analysis. A multiple baseline design across behaviors was utilized to evaluate the effectiveness of the system of least prompts procedure on student skill acquisition. Results Implementation fidelity was high and increased over the course of the study: paraeducator 1: 93.9% (range, 70 to 100%); paraeducator 2: 78.2% (range, 11 to 90%); and special education teacher: 94.1% (range, 35 to 100%). In addition, the student's independent performance improved from baseline to intervention across each targeted skill, with Tau -U scores as follows: cleaning the augmentative and alternative communication device: 0.78; washing hands: 0.76; and brushing teeth: 0.92. Classroom team members found both the training procedures and the system of least prompts intervention to be of value and effective. Discussion During intervention, classroom team members implemented the system of least prompts with fidelity and the student mastered each skill. These results are promising and add to the significantly limited literature on instructional interventions for students with comorbid visual impairment and autism spectrum disorder. Implications for practitioners Classroom team members can effectively be taught to use the system of least prompts with students with comorbid visual impairment and autism spectrum disorder. Furthermore, the intervention might be used to increase independent functioning for students with these comorbid conditions.
Collapse
Affiliation(s)
- Kristi M. Probst
- Department of Special Education, Illinois State University, Campus Box 5910, Normal, IL 61790; and lead, Interveners & Qualified Personnel Initiative, National Center of Deaf-Blindness, The Research Institute at WOU, Western Oregon University, 345 North Monmouth Avenue, Monmouth, OR 97361
| | - Virginia L. Walker
- Department of Special Education, Illinois State University, Campus Box 5910, Normal, IL 61790
| |
Collapse
|
3
|
Cooney JB, Young J, Luckner JL, Ferrell KA. Learning What Works in Sensory Disabilities: Establishing Causal Inference. JOURNAL OF VISUAL IMPAIRMENT & BLINDNESS 2015. [DOI: 10.1177/0145482x1510900605] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/31/2022]
Abstract
This article is intended to assist teachers and researchers in designing studies that examine the efficacy of a particular intervention or strategy with students with sensory disabilities. Ten research designs that can establish causal inference (the ability to attribute any effects to the intervention) with and without randomization are discussed.
Collapse
Affiliation(s)
- John B. Cooney
- Office of Academic Affairs, University of Colorado, Campus Box 35 UCA, 1800 Grant Street, Suite 800, Denver, CO 80203
| | - John Young
- Applied Analytics Group, DST Systems, 333 West 11th Street, Kansas City, MO 64105
| | - John L. Luckner
- College of Education and Behavioral Sciences, McKee 29, Campus Box 141, University of Northern Colorado, Greeley, CO 80639
| | - Kay Alicyn Ferrell
- School of Special Education, College of Education and Behavioral Sciences, University of Northern Colorado
| |
Collapse
|
4
|
Multiple Disabilities and Visual Impairment: An Action Research Project. JOURNAL OF VISUAL IMPAIRMENT & BLINDNESS 2014. [DOI: 10.1177/0145482x1410800210] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
|