Author ORCID Identifier
Date Available
4-21-2020
Year of Publication
2020
Degree Name
Master of Science in Education (MSEd)
Document Type
Master's Thesis
College
Education
Department/School/Program
Early Childhood, Special Education, and Rehabilitation Counseling
First Advisor
Dr. Sally Shepley
Abstract
A multiple probe design across participants with intermittent generalization probes was used to evaluate (a) the effectiveness of progressive time delay to teach four high school students with intellectual disability to initiate using Siri® when asked an unknown question and (b) the generalized use of Siri® when asked questions from untrained communicative partners. Technology training occurred prior to baseline to teach all participants to use Siri®. Secondary data were collected on Siri’s® response and student engagement with the answer. Due to the 2020 Covid-19 pandemic and school closures, only one participant entered intervention and the study was unable to be completed. Implications for this study based on tier one data are discussed below.
Digital Object Identifier (DOI)
https://doi.org/10.13023/etd.2020.076
Recommended Citation
Calzi, Madelyn N., "Progressive Time Delay to Teach High School Students with Intellectual Disability to Initiate Manding Siri® for Unknown Information" (2020). Theses and Dissertations--Early Childhood, Special Education, and Counselor Education. 82.
https://uknowledge.uky.edu/edsrc_etds/82
Included in
Accessibility Commons, Educational Technology Commons, Special Education and Teaching Commons
