Journal of Special Education Technology

Vocabulary is a critical building block for establishing mastery of content area knowledge. Two technology-based tools (InferCabulary and Content Acquisition Podcasts for Students [CAP-S]) have been found to have beneficial effects on students’ vocabulary knowledge, but efficacy of device features across varied presentation formats is unknown. The purpose of this study was to compare InferCabulary and CAP-S on four measures of vocabulary performance. Fifth-grade students (n = 656) drawn from 30 classrooms across three states participated in one of three conditions to learn 100 new vocabulary terms. Teachers (n = 30) taught student participants new word meanings via the InferCabulary program, CAP-S instructional slides, or their business-as-usual (BAU) approach to instruction. Results indicate that when students learned vocabulary using InferCabulary or CAP-S approaches, they significantly outperformed their peers who participated in BAU vocabulary instruction. In addition, students with disabilities in the CAP-S and InferCabulary conditions scored similarly to students without disabilities in the BAU condition on most measures. Implications for research and practice are discussed.

Content acquisition podcasts (CAPs) are a popular tool in special educator preparation but little is known about their application to communication disorders. This quasi-experimental study investigated the effectiveness of two instructional methods: lecture plus video and a content acquisition podcast (CAP). Participants were undergraduates in early childhood education and special education programs (N = 62). Participants were assessed on their knowledge and application of communication development and disorders at four time points. Results indicated that the lecture plus video condition was more effective at producing knowledge gains compared to the CAP condition, but both conditions were equally effective at producing gains in application ability at post-test. Neither group maintained their knowledge gains 8 weeks after instruction. Learning condition did not affect participants in the two education programs differently. Implications for teacher preparation are discussed.

Self-monitoring is a promising evidence-based intervention for students who benefit from supplemental supports to stay on-task during academic periods. I-Connect, a technology-based self-monitoring intervention with a substantial body of research, allows students to discretely recognize and record their behavior on a mobile or desktop app at scheduled intervals, to improve positive behavior and increase inclusion opportunities. This meta-analytic review examined the effect of I-Connect on the on-task behavior of students with or at risk for disabilities to determine the omnibus effect of using I-Connect across students and intervention packages. Students received 20–45 minutes of training before using I-Connect and most students monitored their on-task behavior every 30-seconds during 10-minute monitoring sessions. Under these conditions, I-Connect was found to demonstrate strong functional relations, an abrupt increase in on-task behavior and consistently positive parametric effects across all 14 elementary and secondary students receiving special education.

In the current study, three adolescents with autism spectrum disorder and moderate intellectual disability were first taught to independently use an iPad to access instructional material (i.e., video models) via electronic books or eBooks. After iPad training, participants were required to apply their newly acquired skills to independently operate the iPad and eBooks to learn and perform other novel daily living tasks. The study employed a single case, non-concurrent multiple baseline design across participants during the iPad training phase and across tasks for each participant during the application phase. Results based on visual analysis indicated that all participants learned to independently operate the iPad and access instructional materials presented via eBooks. Furthermore, they applied these skills to learn and independently perform other novel daily living tasks. Effect size estimates using between case standardized mean difference showed improvements in responding subsequent to iPad training.

Although special education teachers are expected to implement evidence-based practices, teachers of students with extensive support needs have reported challenges in identifying and implementing effective practices to meet the unique needs of their students. Systematic instruction has been identified as an evidence-based practice for students with extensive support needs and can be used to support students across a wide range of skill domains. We used an experimental pretest–posttest design to examine the effectiveness of two training approaches, video performance feedback and video self-monitoring, on the implementation of systematic instruction among pre-service special education teachers. Overall, both approaches resulted in improved implementation of systematic instruction by pre-service special education teachers and were viewed as socially valid. We present directions for future research and implications for practice in special education teacher preparation.

Due to the COVID-19 pandemic, many schools in the U.S. pivoted to provide services to students using technology to mitigate the need for face-to-face interactions. In addition to providing instruction using distance technology, it was necessary for schools to conduct much of their other business in a way that limited face-to-face interactions, including Individualized Education Program (IEP) meetings for students who receive special education services. This study sought to better understand the extent to which school personnel believe they will continue to use a video conference format for IEP meetings, even without the existence of school policy restricting face-to-face events. Additionally, barriers and facilitators related to video conference IEP meetings were explored. A survey was completed by school professionals (n = 292) that included responses to Likert-scale items related to video conference IEP meetings as well as open-ended qualitative items to better understand respondent perceptions. Results suggest school personnel generally believe that video conference IEP meetings can be beneficial and should be offered as an option to IEP teams. In addition, qualitative data related to barriers and facilitators have been provided. Implications for school personnel and future research have also been described.

Despite evidence that frequent progress monitoring to identify children at-risk of delays and inform early intervention services improves child outcomes, this practice is rare in infant–toddler settings where children could benefit the most from early intervention. Using a descriptive research design within an Implementation Science framework, we evaluated how 10 community-based infant–toddler agencies implemented a standardized progress monitoring assessment using a web application to monitor children’s growth and identify children at-risk for delay. An Implementation Index was developed to quantify implementation progress for each agency, which included their percent of tasks completed, and rate of task implementation over time. Staff turnover and high staff:child ratios were associated with low implementation of progress monitoring. The Implementation Index differentiated between agencies that otherwise demonstrated similar implementation rates. Implications for supporting progress monitoring and other evidence-based practices in community-based infant–toddler childcare settings are discussed.

This 2-year pilot study aimed to investigate the effects of a job coaching application (i.e., Job Coaching on Demand) on the knowledge and competencies of teachers and job coaches that work with young adults with developmental disabilities. Due to the global pandemic, this research was conducted virtually over a 2-year period. During the first year, a one-group formative pretest/posttest design with key informants was used to pilot the app with three teachers and five job coaches. The anecdotal findings from this pilot year were then used to further develop the application. The intent of the application was to provide professional development support to teachers and job coaches across the categories of (a) exploring careers, (b) ready for work, (c) part of the team, and (d) advocacy. In Year 2, a total of 31 teachers and job coaches were recruited, and a pretest/posttest was conducted to compare the differences in gained competencies between the two groups. The results show that those in the treatment group showed a larger increase in gains compared to the control group. The overall results of the 2 years of data, the current application development, and practical implications of the technology are further discussed.

Children with autism spectrum disorder (ASD) have difficulties with emotion recognition and a number of interventions have been designed to address this problem. The purpose of this study was to examine the effects of video-based intervention (The Transporters) on emotion recognition in four children (aged 4–8 years old) with ASD who have limited speech in China. This study employed a multiple baseline across participants. The results indicated that the video-based intervention effectively improved emotion recognition in all children with limited speech. However, there was a limited effect in the generalization phase after 7 and 15 days completing the intervention phase. Results of this study have important implications for early intervention educators working with children with ASD.

Since its inception, special education has historically been an underfunded federal mandate leaving states and school districts unable to offer more than a basic level of support for individuals with disabilities. The amount and frequency of time allotted for special services including Speech Therapy, Occupational Therapy, and Physical Therapy is not sufficient for making significant and lasting progress, and many parents have expressed dissatisfaction with the current service delivery model. In this paper, we explore the issue of accessibility and how technology may play a role in leveling the playing field for students who, prior to this COVID-19 pandemic, were receiving inadequate levels of intervention to make progress on goals outlined within their Individualized Education Program. We explore one teacher’s experience implementing a new application in her classroom aimed at increasing writing accuracy, while addressing the need for platforms that are engaging and promote parent participation.