International Forum of Special Education and Child Development
The Adjustment of Using Board Games in Teaching Students With Special Needs
Chieh-Yu Chen, Hsiao-Lan Chau, Ching-Ting Hsu
Published May 18, 2020; pp. 36–44; PDF download (Text in Traditional Chinese; English abstract available)
Board games have been recently often used in the special education in Taiwan. This article discussed the adjustment of using board games in teaching children with special needs. Through reviewing the elements of board games (i.e., the theme, the rule, user interface, victory conditions, game pieces, the number of players and the required time), we explained how to adjust these elements to meet the four dimensions of adjustment: the content, the process, the environment, and the assessment. The example of adjusting board games was described for teachers.
Early Developmental/Behavioral Screening Assessment: A Global Perspective
Diane Bricker, Jane Squires
Published April 20, 2020; pp. 1–17; PDF download
Early detection of developmental delays and disabilities in young children is essential for improving child and family outcomes. Universal developmental/behavioral screening is key to identifying children’s delays early and connecting them to needed services and supports. We outline a three step process for establishing a multifaceted linked early identification system that ensures detection and appropriate follow up: referral, screening assessment, and follow-up. One screening tool, the Ages & Stages Questionnaires and its companion, the Ages & Stages: Social-Emotional, is used as an example for this system. The ASQ and ASQ:SE have been translated and implemented in systems internationally, with overall positive outcomes. Challenges for countries include developing a system that is consistent with available resources as well as carefully choosing a valid and reliable screening tool that can be successfully translated and adapted for diverse families.
The Effects of Computer-Based Video Instruction on Teaching Purchasing Skills for
Elementary School Students With Intellectual Disabilities
Ya-Fang Hsiao, Pei-Fang Wu
Published April 20, 2020; pp. 18–35; PDF download (Text in Traditional Chinese; English abstract available)
The purpose of this study was to investigate the effects of computer-based video instruction on teaching purchasing skills for two elementary school students with intellectual disabilities. A delayed multiple baseline across participants combined with generalization probes design was used in the study. Data were collected during baseline, intervention, and follow-up (maintenance and generalization) phases; graphic display, visual analysis and the effect size were used to analyze the study results. Social validity data were also collected by interviewing significant others of the participants. Results were found that the computer-based video instruction was effective on the acquisition and stimulus generalization effects for the two participants, and maintained up to 7 weeks. Social validity data also showed that significant others of the participants have positive attitude toward the implementation of computer-based video instruction.
This website is created and hosted by Website.com's Site Builder.