A Pilot Investigation of an Autonomous Technology-Based Instructional Program for Teaching Sentence Construction to Students With Extensive Support Needs

Abstract

In the current investigation, we evaluated the effects of technology-based instructional prototype in teaching eight students with extensive support needs to construct sentences. We employed a concurrent multiple probe research design and determined that the package was effective for seven of the participants. Further, teachers reported favorable perceptions of the prototype. Limitations and areas for future research are discussed.