Journal of the Effective Schools Project, Volume 18, 2011 Page: 66
79 p. : ill. (some col.) ; 28 cm.View a full description of this periodical.
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sequence of the zoo song using
photographs from the zoo experi-
ence.
For part two, the researchers ad-
justed each LDSA based on stu-
dents' responses and reactions to
the SMARTBoard (SMART Note-
book ) artifact. The students were
allowed to manipulate the edited
versions of their individual LDSA
using the SMARTBoard (SMART
Notebook) as the interactive medi-
um. Detailed field notes and parent
and teacher interview data were
collected for the summative as-
sessment.
What we learned about students
with autism and interactive tech-
nology
All students were able to partici-
pate in learning the zoo song either
using words or other vocalizations,
such as humming. The song stimu-
lated excitement and engagement
in the learning experience and pro-
vided a structure for sequencing
events. This structure is part of pre
-reading skills, which was appro-
priate for the majority of the learn-
ers. For example, one nonverbal
student began humming the song
when the researchers entered the
classroom indicating he was ready
for the lesson to begin.
The interactive nature of the tech-
nology lessons created informal
social groupings among the stu-
dents. This social bonding facilitat-
ed students' support for each other
in remembering the content of the
song, specific animals, animal
sounds, and food. One partially
verbal student prompted the other
students when their specific animal
appeared on the SMARTBoard.
She also learned all the names and
sounds for each animal and was
able to help her classmates identifythe specific animal and its sound.
The students presented their indi-
vidual LDSA's after the monthly
parent breakfast. Each student was
allowed to manipulate the photo-
graphs and sounds from the direct
zoo experience and the icons used
in the pre-exposure lessons on the
SMARTBoard. Each student had
his/her own individual way of ex-
pression. Some students really sur-
prised us with their knowledge and
creativity. For example, one non-
verbal student manipulated the
sounds and pictures. In addition,
he wrote the name of his animal,
its associated sound (i.e., ROAR),
and wrote the names of his class-
mates that he considered his
friends using digital ink on the
SMARTBoard.
Some of the students were able to
manipulate photographs from the
zoo trip into the sequence of the
song. One of the more verbal stu-
dents was able to sequence each
event in the song with the correct
photograph both forward and
backward. He sang the song as he
moved the correct picture into the
space provided.
Overall, we learned that interactive
technology, such as the SMART-
Board, has benefits in developing
literacy skills in students with au-
tism. Specifically, interactive tech-
nology supported students' pre-
reading skills, such as sequencing
events, matching pictures with its
corresponding text, and verbaliz-
ing or vocalizing personal connec-
tions with text to associated pic-
tures and sounds. We also learned
that interactive technology aids in
the development of social skills
and creation of informal social
groups among students.Overall, we learned that
interactive technology
such as the SMART-
Board has benefits in de-
veloping literacy skills in
students with autism.66
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Tarleton State University. Effective Schools Project. Journal of the Effective Schools Project, Volume 18, 2011, periodical, 2011; Stephenville, Texas. (https://texashistory.unt.edu/ark:/67531/metapth201694/m1/70/: accessed April 25, 2024), University of North Texas Libraries, The Portal to Texas History, https://texashistory.unt.edu; crediting Tarleton State University.