THE EFFECTS OF INTERACTIVE WHITEBOARD INSTRUCTION ON EARLY NUMERACY SKILLS OF STUDENTS WITH AUTISM SPECTRUM DISORDERS

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dc.contributor.advisorKohl, Frances Len_US
dc.contributor.authorMaajeeny, Fayezen_US
dc.contributor.departmentSpecial Educationen_US
dc.contributor.publisherDigital Repository at the University of Marylanden_US
dc.contributor.publisherUniversity of Maryland (College Park, Md.)en_US
dc.date.accessioned2017-06-22T05:52:36Z
dc.date.available2017-06-22T05:52:36Z
dc.date.issued2017en_US
dc.description.abstractThe purpose of this research was to examine the effects of interactive whiteboard instruction on early numeracy skills of students with Autism Spectrum Disorders (ASD). Four students diagnosed with ASD between the ages of five to seven years old participated. They were taught early numeracy skills, specifically one-to-one correspondence and representation of numbers, using an interactive whiteboard (IAW) and discrete trial training (DTT). A multiple probe design across subjects was used to determine the effectiveness of the IAW instruction. It was predicted that students with ASD would acquire, maintain, and generalize the early numeracy skills taught using the IAW. Results revealed the IAW with DTT was effective for teaching early numeracy skills to students with ASD. The introduction of the intervention resulted in all participants meeting the established criteria. All students generalized the target early numeracy skills to a different setting and with different materials and the results were maintained over time. The findings of the study support the effectiveness of the IAW, coupled with DTT, to teach early numeracy skills to students with ASD. This study met the evidence standards for single case design addressed by What Works Clearinghouse. Implications for practice include the consideration of using the IAW to teach a variety of academic skills as well as developing interactive lessons based on each student’s needs. Future research should focus on generalization of skills gained using IAW instruction.en_US
dc.identifierhttps://doi.org/10.13016/M29P23
dc.identifier.urihttp://hdl.handle.net/1903/19350
dc.language.isoenen_US
dc.subject.pqcontrolledSpecial educationen_US
dc.subject.pquncontrolledASDen_US
dc.subject.pquncontrolledAutismen_US
dc.subject.pquncontrolledInteractive Whiteboarden_US
dc.subject.pquncontrolledNumeracyen_US
dc.subject.pquncontrolledtechnologyen_US
dc.titleTHE EFFECTS OF INTERACTIVE WHITEBOARD INSTRUCTION ON EARLY NUMERACY SKILLS OF STUDENTS WITH AUTISM SPECTRUM DISORDERSen_US
dc.typeDissertationen_US

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