The Effect of an iPad Application with Systematic Instruction on ELA Related Skills for High School Students with Significant Disabilities

• Main Author: Baxter, Andrew C
• Format: Others
• Language: English
• Published: Digital Commons @ East Tennessee State University 2016
• Subjects: intellectual disability; general curriculum access; adapted text; autism spectrum disorder; iPad; story-based lessons; comprehension; Curriculum and Instruction; Special Education and Teaching
• Online Access: https://dc.etsu.edu/etd/3060; https://dc.etsu.edu/cgi/viewcontent.cgi?article=4436&context=etd

The following study looks to examine the effect of an iPad application on the English Language Arts (ELA) skills of listening comprehension for students with significant disabilities. The procedure was evaluated using a multiple probe across participants single case design. Outcomes were measured for improved ELA skills after intervention and were also measured for student engagement. Building upon the research of recent studies that have sought to develop and adapt grade-level literature for students with moderate and severe disabilities, this study seeks to find the effectiveness of an adapted text version of To Kill a Mockingbird, by Harper Lee for high school students diagnosed with intellectual disability and/or autism. The implementation of this adapted text included evidenced-based supports such as time delay, the system of least prompts and picture supports taught in conjunction with the use of the iPad application. The need for future research and implications for practice will be discussed.