Journal article
Efficacy of a Computer-Based Editing Strategy with Postsecondary Students with Intellectual and Developmental Disabilities
Education and training in autism and developmental disabilities, Vol.55(2), pp.142-157
06/01/2020
Abstract
The authors in this study used a pre-posttest experimental design with random assignment to treatment or control group to assess the use of an electronic editing cognitive strategy. The participants were 16 college students with intellectual and developmental disabilities enrolled in a 2-year postsecondary program at a Midwestern institute of higher education. Students who were taught the strategy received eight 50-minute lessons once a week for eight weeks. Each strategy lesson was driven by the strategy mnemonic and incorporated an explicit instruction format with modeling, guided practice with feedback, and independent practice. Strategy instruction included students using desktop PCs and Microsoft Word to identify and correct editing errors in electronic passages. Posttests revealed a significant difference in favor of the treatment group for total editing errors corrected and specific error types corrected for spelling, punctuation, and substance. No significant difference was found for overall appearance and capitalization errors. Two weeks following posttest, a maintenance probe revealed that students in the treatment group corrected a significantly higher number of editing errors than those in the control group.
Details
- Title: Subtitle
- Efficacy of a Computer-Based Editing Strategy with Postsecondary Students with Intellectual and Developmental Disabilities
- Creators
- Suzanne Woods-Groves - Auburn UniversityCharles A. Hughes - Pennsylvania State UniversityDerek B. Rodgers - University of Nebraska–LincolnKinga Balint-Langel - University of Minnesota, DuluthSaeed S. Alqahtani - Prince Sattam Bin Abdulaziz Univ, Al Kharj, Saudi ArabiaKatelyn M. Neil - Univ Iowa, Iowa City, IA 52242 USAMichelle Hinzman - University of Iowa
- Resource Type
- Journal article
- Publication Details
- Education and training in autism and developmental disabilities, Vol.55(2), pp.142-157
- Publisher
- Division on Autism and Developmental Disabilities, Council Exceptional Children
- eISSN
- 2154-1647
- Number of pages
- 16
- Language
- English
- Date published
- 06/01/2020
- Academic Unit
- Psychological and Quantitative Foundations; Teaching and Learning
- Record Identifier
- 9984371297202771
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