THE EFFECTS OF DIRECT INSTRUCTION FLASHCARDS AND COMPUTER TIME TO TEACH SIGHT WORDS TO AN ELEMENTARY STUDENT WITH A LEARNING DISABILITY AND ADHD: A FAILURE TO DEMONSTRATE A FUNCTIONALRELATIONSHIP
- Authors
-
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CONNOR JOHNSON
Author
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T. F. MCLAUGHLIN
Author
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K. MARK DERBY
Author
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ANJALI BARRETTO
Author
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WENDY BUCKNELL
Author
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- Keywords:
- DI flashcards, high frequency words, sight words, resource room, learning disabilities, intellectual disabilities, elementary school student, ADHD
- Abstract
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The purpose of this study was to use Direct Instruction (DI) flashcards to
teach high use sight words. The participant was a second grade student with a
learning disorder and Attention Deficit Hyperactive Disorder (ADHD). The study was
conducted in an elementary resource room in a low-income elementary school located
in the Pacific Northwest. The behavior measured was number correct for high
frequency words. An ABAB design was employed to evaluate the effectiveness of DI
flashcards. The results showed mastery of 137 out of 150 high frequency words over
time. In addition, the number of correct sight words increased over time. This
outcome was replicated during the return to a second baseline. The lack of a reversal
when DI flashcards were withdrawn was discussed. - Downloads
- Published
- 2014-04-10
- Issue
- Vol. 3 No. 2 (2014)
- Section
- Articles