The Effect of Active Student Responding during Computer-Assisted Instruction on Social Studies Learning by Students with Learning Disabilities
Susan R. Easterbrooks Melody L. Stoner, University of Georgia ; Annamaria Jerome, Patricia M. Barbetta
Journal of Special Education Technology Volume 20, Number 3, ISSN 0162-6434
An alternating treatments design with a best treatments phase was used to compare two active student response (ASR) conditions and one on-task (OT) condition on the acquisition and maintenance of social studies facts during computer-assisted instruction. Each week for six weeks, five students were provided daily computer-assisted instruction on 21 unknown facts divided randomly into Clicking-ASR (active responses with computer mouse), Repeating-ASR (active oral responses) or Listening-OT (on task or passive responses). For all five students, Repeating-ASR resulted in more facts correct on same-day, next-day, and one-and two-week maintenance tests. During weeks 7 and 8 with implementation of the best treatment condition, Repeating-ASR produced higher scores than all conditions (including Repeating-ASR) during the first 6 weeks. (Contains 8 figures and 2 tables.)
Melody L. Stoner, S.R.E., Melody L. Stoner, S.R.E., Melody L. Stoner, S.R.E., Jerome, A. & Barbetta, P.M. (2005). The Effect of Active Student Responding during Computer-Assisted Instruction on Social Studies Learning by Students with Learning Disabilities. Journal of Special Education Technology, 20(3), 13-23.