Computer-Based Reading Interventions with a Post-Secondary Student with Intellectual Disability: Self-Determined and Fixed Response Intervals

Shelby Wright, Kyle Ryan, Kala Taylor, Samantha Turnbull, Christopher Skinner, Tom Beeson, Dennis Ciancio, Eric Billington
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Working with a post-secondary student with intellectual disability, an adapted alternating treatments design was used to compare sight-word acquisition across three computer-delivered learning trial interventions: one with fixed 5-s response intervals, another with fixed 1-s response intervals, and a third with self-determined intervals. Visual analysis of session-series graphs suggest that all three interventions increased sight-word acquisition with the 5-s and self-determined interventions causing more steady and consistent learning per session than the 1-s intervention. Analysis of the time-series graph suggests that the self-determined intervention caused superior learning rates to the other interventions. From an applied perspective, the self-determined intervention is the most appropriate remedial procedure for this student because it resulted in the most rapid learning. Discussion focuses on the value of making relative-effectiveness decisions based on measures of learning as a function of time spent learning (learning speed) versus measures of learning as a function of sessions or trials.


Computer-delivered learning trials, Sight words, Fixed vs self-determined, Response intervals, Post-secondary student, Intellectual disability

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Wright, S., Ryan, K., Taylor, K., Turnbull, S., Skinner, C., Beeson, T., Ciancio, D., & Billington, E. (2021). Computer-based reading interventions with a post-secondary student with intellectual disability: Self-determined and fixed response intervals. International Journal on Social and Education Sciences (IJonSES), 3(3), 394-409.



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International Journal on Social and Education Sciences (IJonSES) - ISSN: 2688-7061

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