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.
Recommended Citation
Jones, Emily, "Increased Prompting: Special Education Students and Independent Usage of Assistive Technology" (2020). Dissertations, Theses, and Projects. 384.
https://red.mnstate.edu/thesis/384