THE EFFECTS OF A MODEL, LEAD, AND TEST PROCEDURE TO TEACH CORRECT REQUESTING USING TWO APPS ON AN IPAD WITH A 5YEAR OLD STUDENT WITH AUTISM SPECTRUM DISORDER
Journal Title: Educational Research International - Year 2013, Vol 1, Issue 3
Abstract
The purpose of the present case study was the evaluate the effectiveness of employing the model, lead, and test error correction procedure across two iPad applications in a special preschool classroom. These augmentative and alternative systems interventions were used to teach a preschool student with autism to correctly communicate. The two applications employed were My Choice Board and Go Talk Now for Free. The behavior measured was our participant’s correct requests with each application. The use of model, lead, and test was also evaluated in a multiple baseline across applications. In addition, data were gathered without the use of model, lead, and test error correction to assess the maintenance of treatment effects over time. The outcomes indicated increased correct requesting when model, lead, and test were employed. In addition, after model, lead, and test error correction was no longer in effect, our participant continued to accurately use both applications on his Ipad touch. The benefits of employing model, lead, and test error correct as part of an overall system to teach young students with autism to communicate were discussed.
Authors and Affiliations
Molly Dundon, T. F. McLaughlin, Jennifer Neyman, Alison Clark
Keywords
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