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Impact of SMART Board Technology: An Investigation of Sight Word Reading and Observational Learning

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Abstract

The effects of SMART Board technology, an interactive electronic whiteboard, and a 3s constant time delay (CTD) procedure was evaluated for teaching sight word reading to students with moderate intellectual disabilties within a small group arrangment. A multiple probe design across three word sets and replicated with three students was used to evaluate the effectiveness of SMART Board technology on: (a) reading target grocery words; (b) matching grocery item photos to target grocery words; (c) reading other students’ target grocery words through observational learning; and (d) matching grocery item photos to observational grocery words. Results support use of this tool to teach multiple students at one time and its effects on observational learning of non-target information.

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Authors and Affiliations

  1. Department Curricular Studies, Division Academic Affairs, University of North Carolina at Wilmington, King Hall 102b, 601 S. College Road, Wilmington, NC, 28403, USA

    Linda C. Mechling

  2. Department of Communication Sciences and Special Education, College of Education, University of Georgia, Athens, GA, USA

    David L. Gast

  3. University of North Carolina at Wilmington, Wilmington, USA

    Kristin Krupa

Authors
  1. Linda C. Mechling
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  2. David L. Gast
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  3. Kristin Krupa
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Correspondence to Linda C. Mechling.

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Mechling, L.C., Gast, D.L. & Krupa, K. Impact of SMART Board Technology: An Investigation of Sight Word Reading and Observational Learning. J Autism Dev Disord 37, 1869–1882 (2007). https://doi.org/10.1007/s10803-007-0361-9

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  • DOI: https://doi.org/10.1007/s10803-007-0361-9

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