This study evaluated the effects of a computer-based instructional program to assist three students with mild to moderate intellectual disabilities in using pictorial graphic organizers as aids for increasing comprehension of electronic text-based recipes. Student comprehension of recipes was measured by their ability to verbally retell recipe steps with their graphic organizer. Students' ability to follow a novel recipe with the assistance of a pictorial graphic organizer tested generalization and authentic use of the recipes. A multiple-probe design across participants evaluated the functional relationship between the graphic organizer and comprehension. All students improved their comprehension related to the e-text presentation of recipes after the introduction of graphic organizers, and performance generalized to the novel recipes and actual food preparation. Results of the investigation are discussed in the context of integrating graphic organizers into the curriculum and technology-enhanced text-based activities.
Get full access to this article
View all access options for this article.
References
1.
AlbertoP. A.CihakD. F.GamaR. I. (2005). Use of state picture prompts versus video modeling during simulation instruction. Research in Developmental Disabilities, 26, 327–339.
2.
AustinP.BoeckmanK. (1990). Edmark functional word series. Redmond, WA: Edmark.
3.
AusubelD. P. (1960). The use of advance organizers in the learning and retention of meaningful verbal material. Journal of Educational Psychology, 51, 267–272.
4.
BatesP. E.CuvoT.MinerC. A.KorbeckC. A. (2001). Simulated and community-based instruction involving persons with mild and moderate mental retardation. Research in Developmental Disabilities, 22, 95–115.
5.
BillingsleyF. F.WhiteO. R.MunsonR. (1980). Procedural reliability: A rationale and an example. Behavioral Assessment, 2, 229–241.
6.
BoyleJ. R. (1996). The effects of a cognitive mapping strategy on the literal and inferential comprehension of students with mild disabilities. Learning Disability Quarterly, 19, 86–98.
7.
BoyleJ. R.WeishaarM. (1997). The effects of expert-generated versus student–generated cognitive organizers on the reading comprehension of students with learning disabilities. Learning Disabilities Research & Practice, 12, 228–235.
8.
BrooksP. H.McCauleyC. (1984). Cognitive research in mental retardation. American Journal of Mental Deficiency, 88, 479–486.
9.
BrowderD.Ahlgrim–DelzellL.CourtadeG.GibbsS. L.FlowersC. (2008). Evaluation of the effectiveness of an early literacy program for students with significant developmental disabilities. Exceptional Children, 75, 33–52.
10.
BrowderD.WakemanS.SpoonerF.Ahlgrim–DelzellL.AlgozzineB. (2006). Research on reading instruction for individuals with significant cognitive disabilities. Exceptional Children, 72, 392–408.
11.
CarsonK.GastD.AyresK. (2008). Effects of a photo activity schedule book on independent task changes by students with intellectual disabilities in community and school job sites. European Journal of Special Needs Education, 23, 269–279.
12.
CihakD.AlbertoP. A.Taber–DoughtyT.GamaR. I. (2006). A comparison of static picture prompting and video prompting simulation strategies using group instructional procedures. Focus on Autism and Other Developmental Disabilities, 21, 89–99.
13.
CohenE. T.HellerK. W.AlbertoP.FredrickL. D. (2008). Using a three-step decoding strategy with constant time delay to teach word reading to students with mild and moderate mental retardation. Focus on Autism and Other Developmental Disabilities, 23, 67–78.
14.
Coleman-MartinM. B.HellerK. W.CihakD. F.IrvineK. L. (2005). Using computer-assisted instruction and the nonverbal reading approach to teach word identification. Focus on Autism and Other Developmental Disabilities, 20, 80–90.
15.
CollinsB. C.EvansA.Creech-GallowayC.KarlJ.MillerA. (2007). Comparison of the acquisition and maintenance of teaching functional and core content sight words in special and general education settings. Focus on Autism and Other Developmental Disabilities, 22, 220–233.
16.
CopelandS. R.KeefeE. B. (2007). Effective literacy instruction for students with moderate or severe disabilities. Baltimore, MD: Paul H. Brookes.
17.
DaviesD.StockS.WehmeyerM. (2003). Application of computer simulation to teach ATM access to individuals with intellectual disabilities. Education and Training in Developmental Disabilities, 38, 451–456.
18.
DiCeccoV. M.GleasonM. M. (2002). Using graphic organizers to attain relational knowledge from expository text. Journal of Learning Disabilities, 35(4), 306–320.
19.
ElliottC. (2007). Differential Ability Scales – II. San Antonio, TX: Psychological Corp.
20.
FishT. R.RabidouxP.OberJ.GraffV. (2006). Community literacy and friendship model for people with intellectual disabilities. Mental Retardation, 44, 443–446.
21.
GardillM. C.JitendraA. K. (1999). Advanced story map instruction: Effects on the reading comprehension of students with learning disabilities. The Journal of Special Education, 33(1), 2–17.
22.
HedrickW. B.KatimsD. S.CarrN. J. (1999). Implementing a multimethod, multilevel literacy program for students with mental retardation. Focus on Autism and Other Developmental Disabilities, 14, 231–239.
23.
HudsonP.Lignugaris–KraftB.MillerT. (1993). Using content enhancements to improve the performance of adolescents with learning disabilities in content classes. Learning Disabilities Research & Practice, 8, 106–126.
24.
KatimsD. (1996). The emergence of literacy in elementary students with mild mental retardation. Focus on Autism & Other Developmental Disabilities, 11, 147–157.
25.
KimA.VaughnS.WanzekJ.WeiS. (2004). Graphic organizers and their effects on the reading comprehension of students with LD: A synthesis of research. Journal of Learning Disabilities, 37, 105–118.
26.
LancioniG. E.O'ReillyM. F.SeedhouseP.FurnissF.CunhaB. (2000). Promoting independent task performance by persons with severe developmental disabilities through a new computer-aided system. Behavior Modification, 24, 700–718.
27.
MechlingL.GastD.BartholdS. (2003). Multimedia computer-based instruction to teach students with moderate intellectual disabilities to use a debit card to make purchases. Exceptionality, 11, 239–254.
28.
MechlingL.Ortega-HurndonF. (2007). Computer-based video instruction to teach young adults with moderate intellectual disabilities to perform multiple step job tasks in a generalized setting. Education and Training in Developmental Disabilities, 42(1), 24–37.
29.
MontgomeryJ. W. (2003). Working memory and comprehension in children with specific language impairment: What we know so far. Journal of Communication Disorders, 36, 221–231.
30.
MooreD. W.ReadenceJ. E. (1984). A quantitative and qualitative review of graphic organizer research. Journal of Educational Research, 78(1), 11–17.
31.
TawneyJ. W.GastD. L. (1984). Single subject research in special education. Columbus, OH: Charles E. Merrill.
32.
WechslerD. (1989). Wechsler Preschool and Primary Scale of Intelligence-Revised. San Antonio, TX: The Psychological Corporation.
33.
WechslerD. (2003). Wechsler Intelligence Scale for Children– IV. New York, NY: Psychological Corporation.
34.
WestE. A. (2008). Effects of verbal cues versus pictorial cues on the transfer of stimulus control for children with autism. Focus on Autism and Other Developmental Disabilities, 23, 229–241.
35.
WestlingD. L.FoxL. (2000). Teaching students with severe disabilities. Upper Saddle River, NJ: Merrill/Prentice Hall.
