Title

Increased Prompting: Special Education Students and Independent Usage of Assistive Technology

Date of Award

Spring 5-11-2020

Document Type

Project (696 or 796 registration)

Degree Name

Master of Science in Special Education

Department

Graduate Studies

Committee Chair

Courtney LaLonde

Keywords

Assistive Technology, Special Education, DCD, auditory/verbal prompts

Abstract

Abstract

The purpose of this study was to observe special education students using assistive technology. Two students who were in Developmental Cognitive Disabilities (DCD) center-based program would be observed throughout a four-week period. All the students needed to use assistive technology (switch and/or communication device) to communicate with their peers. Throughout, the first 2 weeks, initially the students would be given consistent increased prompting to activate their assistive technology twice a week. After the first 2 weeks, the students would continue to be observed to determine if the increased prompting impacted their ability to use assistive technology more independently. At the start of data collection, due to the Covid-19 pandemic, an autoethnography methodology was added to the data collection to complete the research study.

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