Abstract
Interactive whiteboard instruction technology provides interactive learning environment and serves as a motivational tool for the students. The study aims to investigate the effectiveness of interactive whiteboard (IAW) to teach early numeracy skills to the ASD students. The study has employed single-case design methodology and evaluated students for the effectiveness of using interactive whiteboard for teaching skills to the students through multiple probe design. A total of five baseline sessions were conducted on total four recruited students. During the intervention, data was obtained for at least three sessions from the date each student reached the acquisition criteria. The results showed that introduction of the intervention resulted in all participants meeting the established criteria. The early numeracy skills were generalized by all the four students to a different setting and with different materials. These results have supported the effectiveness of the interactive whiteboard, coupled with DTT to teach early numeracy skills to students with ASD. The study has concluded that interactive whiteboard with DTT was effective to teach early numeracy skills to the ASD students.
Highlights
There is dramatic increase in the prevalence of Autism Spectrum Disorder (ASD)
The study has helped in understanding the effectiveness of using interactive whiteboard (IAW) in teaching ASD students
The targeted early numeracy skills were measured using the IAW but without prompting that helped in collecting post-intervention probes on three consecutive sessions following instruction (11 through 13)
Summary
There is dramatic increase in the prevalence of Autism Spectrum Disorder (ASD). The primary deficits experienced by these individuals include communication and social interactions. The individuals suffering from ASD may even exhibit repetitive behaviours. The learning and educational performance of ASD individuals is affected, negatively. As a result of this negative impact, individuals experience difficulty in learning and performance academic skills such as numeracy skills. These individuals are likely to suffer from decreased academic performance, poor level of self-confidence, and inability to perform daily tasks (Estes et al, 2011). There is a need of educational reforms focusing on the education of students’ inclusive setting and meeting due to increase in ASD prevalence
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