Discovery learning with tangible technologies: the case of children with intellectual disabilities

Intellectual disabilities cause significant sub--‐average achievement in learning, with difficulties in perception, attention, communication of ideas, language acquisition, abstraction and generalisation. From a socio--‐constructionist perspective, digital technologies can provide resources to help addressing these difficulties. Tangible technologies are considered particularly promising tools for children with intellectual disabilities, by enabling interaction through physical action and manipulation and facilitating representational concrete--‐ abstract links by integrating physical and digital worlds. However, hands--‐on learning activities remain a recommended but problematic approach for intellectually disabled students. This thesis investigates how and which characteristics of tangible interaction may support children with intellectual disabilities to productively engage in discovery learning. \ud Empirical studies were performed where children with intellectual disabilities used four tangible systems with distinct design characteristics. Four broad themes emerged from qualitative analysis which are central for identifying how to best support exploratory interaction: types of digital representations; physical affordances; representational mappings; and conceptual metaphors. Guidelines for the development of tangible artefacts and facilitation of discovery learning activities with tangibles were derived from these themes. A complementary quantitative analysis investigated the effects of external guidance in promoting episodes of discovery in tangible interaction. \ud This thesis argues that providing tangible interaction alone is not sufficient to bring significant benefits to the experience of intellectually disabled students in discovery learning. Visual digital representations, meaningful spatial configurations of physical representations, temporal and spatial contiguity between action and representations, simple causality and familiar conceptual metaphors are critical in providing informational intrinsic feedback to exploratory actions, which allied with external guidance that creates a minimal underlying structure for interaction, should establish an ideal environment for discovery. \u

Making Tricks More Accessible: Empowering Adults with Intellectual Disabilities to Create E-textiles

E-textiles are a newly emerging technology that can be seen in consumer, educational, and hackerspace environments. Specifically, the development of e-textiles requires a minimum level of familiarity with a variety of concepts; one of which is circuit design and prototyping. Unfortunately, people with disabilities are rarely included in the design and development of e- textiles, so methods to manipulate these wearable interactive technologies are not always accessible to creators with disabilities. Therefore, we conducted this study to begin understanding how adults with intellectual disabilities perceive and interact with this new type of electronic technology. This research explores an accessible process to enable individuals with intellectual disabilities to create their own e-textiles. Circuit puzzles, unique to each participant’s chosen circuit, were introduced to simplify the circuit designing and prototyping process. A pilot study with two participants showed that adults with intellectual disabilities can successfully create their own e- textiles provided some initial feedback regarding their circuit puzzles. We then conducted a larger study with eight participants building upon an initial pilot to further examine the effectiveness of the circuit puzzles and to determine whether participants gain a sense of empowerment through learning more about this emerging technology. This report discusses the findings of both the pilot and larger study

The Knowledge and Use Of Multi-Tiered System of Supports Tier 1 Behavioral Management Strategies by Teachers in Saudi Arabia When Students With Behavioral Challenges Are Included In The Classroom

The purpose of this study was to investigate the knowledge and use of Tier 1 interventions found in the MTSS literature by general education (GE) elementary school teachers when students with behavioral challenges are included in their classrooms. The researcher utilized a purposive sampling procedure and targeted teachers from the Hail Region School District in Saudi Arabia. A 98-question survey consisting of five sections was used to measure the variables as presented to obtain data from 95 Saudi Arabian general education elementary school teachers. It focused on four themes: (a) Teachers’ Perceptions of Inclusion of Students with Challenging Behaviors; (b) Teachers’ Knowledge of MTSS Tier 1 Strategies (i.e., Knowledge of Foundational Behavior Management Strategies, Knowledge About Surface Management Strategies, Knowledge of Positive Consequences, Knowledge of Negative Consequences); (c) Teachers’ Use of Specific MTSS Tier 1 Strategies; and (d) Teachers’ Use of MTSS Tier 1 Strategies (i.e., Teacher’s Use of Foundational Behavioral Management Strategies, Teacher’s Use of Surface Management Strategies, Teacher’s Use of Positive Consequences, Teacher’s Use of Negative Consequences). The results of the study showed that the majority of the GE elementary school teachers who responded that they knew about MTSS Tier 1 strategies, did not know how to use the strategies. The findings also showed that the sources where the respondents learned about the strategies were: a website on the Internet, a colleague shared it, read about it in a book, and a workshop on behavior management. When the teachers’ use of MTSS Tier 1 strategies were compared with their years of teaching experience, the results revealed that those with more years of teaching experience stated they knew about and more often used evidence-based MTSS behavior management strategies when they had students with challenging behaviors included in their classrooms

Using functionally matched interventions with embedded preferences to reduce transition-related challenging behavior for children with autism spectrum disorders

textTransitioning between activities is a common challenge for individuals with autism spectrum disorder (ASD). While a body of research has examined effective interventions targeting transitions for individuals with ASD, very few studies have assessed the function of behavior relative to the transition. Determining functionally matched interventions is a critical component to successful outcomes, thus research into functionally matched transition interventions is warranted. This study examined the effectiveness of a functionally matched embedded preference intervention for three young children with autism spectrum disorder. Using an ABAB reversal with an embedded multielement design, the function of transition-related challenging behavior was first assessed through a transition functional analysis. The functional analysis included two conditions for every traditional functional analysis condition, meaning there was an activity initiation (transitioning to) and activity termination (transitioning away from) component to each function. Transitions with elevated levels of challenging behavior were then targeted for individualized interventions based on participant preferences and behavioral function. Intervention components varied for each participant but included strategies such as using themed materials (e.g., stickers, bookmarks), using “place savers” when interrupting routines, and using modified instructional materials (e.g., themed worksheets, flashcards). Results for all three participants showed clear functions maintaining transition-related challenging behavior and included 2-3 targeted transitions for each participant. Results indicated the functionally matched interventions were effective for all three participants, with behavior decreasing to zero or near-zero levels during intervention across all conditions. Interventions appeared to be equally effective across functions of behavior. Results generalized to new skills or people for all participants. Behavior maintained at the 1-month follow up across all intervention conditions for two participants. One participant had less consistent maintenance data, however, behavior did reduce to near zero levels again after a second maintenance check with an added component for one condition. Results indicated important implications for the treatment of transition-related challenging behavior for individuals with ASD in both home and school settings. Results were discussed including limitations, implications, and direction for future research.Special Educatio

Examining the Impact of Varying the Pace of Instruction on Skill Acquisition and Off-Task Behaviour in Young Children with Autism and Down Syndrome

Considerable research has shown significant impairments in how children with developmental disabilities learn. A particular focus for these children has been on improving instruction, so that it maximizes acquisition. Modifying pace is one approach to tailoring intervention to meet the needs of these children. This study examined the effects of varying the pace of instruction during behaviour- analytic intervention while measuring acquisition and off task behaviour in young children with developmental disabilities. Five intervention target skills were randomly assigned to one of five paces of instruction and a single-subject adapted alternating treatments design was used to evaluate skill acquisition. In all three children, slower paces of instruction led to children mastering the target in fewer trials. Whereas, children showed idiosyncratic differences in off-task behaviour. This research may highlight directions for future approaches when determining the most effective pace of instruction during intervention for young learners with developmental disabilities

Program Evaluation of a Specialized Treatment Home for Adults with Severe Challenging Behaviour

Individuals with intellectual and developmental disabilities who engage in severe challenging behaviour comprise 5-10% of the population and experience significant limitations in meaningfully participating in everyday activities due to associated risks (e.g., substantial injury to self and others, extreme property destruction, outward physical aggression targeting others). Unfortunately, research featuring adult participants who engage in severe challenging behaviour is relatively scare compared to child participants. Further, challenging behaviour literature tends to emphasize efficacy (e.g., Does the intervention work?) more often than effectiveness (e.g., Does the intervention work in real world settings?). The current project thus was a systematic program evaluation conducted to evaluate the effectiveness of a comprehensive behavioural treatment package at reducing severe challenging behaviour and generating adaptive skills in adults with intellectual and developmental disabilities. A hybrid nonexperimental consecutive case series design was employed featuring all participants (n = 8) who experienced the treatment package, regardless of their success. The results depicted primarily therapeutic outcomes with a substantial decrease in challenging behaviour from baseline to intervention for majority of participants (n = 5) and an increase in adaptive behaviour (i.e., number of mastered skills targets) for participants (n = 7) across the intervention condition. Treatment fidelity suggests frontline staff were largely implementing the interventions as intended (M = 84%, range 82-90%). Social validity surveys administered to participants, caregivers, and case managers provide support for the acceptability of treatment goals, procedures, and effects. Project limitations, clinical considerations, and future directions are discussed

Informing the design of a multisensory learning environment for elementary mathematics learning

It is well known that primary school children may face difficulties in acquiring mathematical competence, possibly because teaching is generally based on formal lessons with little opportunity to exploit more multisensory-based activities within the classroom. To overcome such difficulties, we report here the exemplary design of a novel multisensory learning environment for teaching mathematical concepts based on meaningful inputs from elementary school teachers. First, we developed and administered a questionnaire to 101 teachers asking them to rate based on their experience the learning difficulty for specific arithmetical and geometrical concepts encountered by elementary school children. Additionally, the questionnaire investigated the feasibility to use multisensory information to teach mathematical concepts. Results show that challenging concepts differ depending on children school level, thus providing a guidance to improve teaching strategies and the design of new and emerging learning technologies accordingly. Second, we obtained specific and practical design inputs with workshops involving elementary school teachers and children. Altogether, these findings are used to inform the design of emerging multimodal technological applications, that take advantage not only of vision but also of other sensory modalities. In the present work, we describe in detail one exemplary multisensory environment design based on the questionnaire results and design ideas from the workshops: the Space Shapes game, which exploits visual and haptic/proprioceptive sensory information to support mental rotation, 2D–3D transformation and percentages. Corroborating research evidence in neuroscience and pedagogy, our work presents a functional approach to develop novel multimodal user interfaces to improve education in the classroom

Inclusive computing in special needs classrooms: designing for all

With a growing call for an increased emphasis on computing in school curricula, there is a need to make computing accessible to a diversity of learners. One potential approach is to extend the use of physical toolkits, which have been found to encourage collaboration, sustained engagement and effective learning in classrooms in general. However, little is known as to whether and how these benefits can be leveraged in special needs schools, where learners have a spectrum of distinct cognitive and social needs. Here, we investigate how introducing a physical toolkit can support learning about computing concepts for special education needs (SEN) students in their classroom. By tracing how the students’ interactions—both with the physical toolkit and with each other—unfolded over time, we demonstrate how the design of both the form factor and the learning tasks embedded in a physical toolkit contribute to collaboration, comprehension and engagement when learning in mixed SEN classrooms