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Acquisition of Digital Literacy Skills in Learners With Developmental Disabilities.

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Název: Acquisition of Digital Literacy Skills in Learners With Developmental Disabilities.
Autoři: Wang L; Lanqi Wang, Nanjing Normal University of Special Education, Nanjing, Jiangsu, China; Chengan Yuan, Mary Lou Fulton College for Teaching and Learning Innovation, Arizona State University; and Jiawei He and Bingxin Jiang, were in Nanjing Normal University of Special Education, Nanjing, Jiangsu, China, Jiawei He, Longgang Experimental School of Shenzhen, Shenzhen, Guangdong, China, Bingxin Jiang, Pingshan Wenyuan Foreign Language School Of Shenzhen, Shenzhen, Guangdong, China., Yuan C; Lanqi Wang, Nanjing Normal University of Special Education, Nanjing, Jiangsu, China; Chengan Yuan, Mary Lou Fulton College for Teaching and Learning Innovation, Arizona State University; and Jiawei He and Bingxin Jiang, were in Nanjing Normal University of Special Education, Nanjing, Jiangsu, China, Jiawei He, Longgang Experimental School of Shenzhen, Shenzhen, Guangdong, China, Bingxin Jiang, Pingshan Wenyuan Foreign Language School Of Shenzhen, Shenzhen, Guangdong, China., He J; Lanqi Wang, Nanjing Normal University of Special Education, Nanjing, Jiangsu, China; Chengan Yuan, Mary Lou Fulton College for Teaching and Learning Innovation, Arizona State University; and Jiawei He and Bingxin Jiang, were in Nanjing Normal University of Special Education, Nanjing, Jiangsu, China, Jiawei He, Longgang Experimental School of Shenzhen, Shenzhen, Guangdong, China, Bingxin Jiang, Pingshan Wenyuan Foreign Language School Of Shenzhen, Shenzhen, Guangdong, China., Jiang B; Lanqi Wang, Nanjing Normal University of Special Education, Nanjing, Jiangsu, China; Chengan Yuan, Mary Lou Fulton College for Teaching and Learning Innovation, Arizona State University; and Jiawei He and Bingxin Jiang, were in Nanjing Normal University of Special Education, Nanjing, Jiangsu, China, Jiawei He, Longgang Experimental School of Shenzhen, Shenzhen, Guangdong, China, Bingxin Jiang, Pingshan Wenyuan Foreign Language School Of Shenzhen, Shenzhen, Guangdong, China.
Zdroj: Intellectual and developmental disabilities [Intellect Dev Disabil] 2025 Oct 01; Vol. 63 (5), pp. 428-440.
Způsob vydávání: Journal Article
Jazyk: English
Informace o časopise: Publisher: American Association on Intellectual and Developmental Disabilities Country of Publication: United States NLM ID: 101299965 Publication Model: Print Cited Medium: Internet ISSN: 1934-9556 (Electronic) Linking ISSN: 19349491 NLM ISO Abbreviation: Intellect Dev Disabil Subsets: MEDLINE
Imprint Name(s): Original Publication: Washington, DC : American Association on Intellectual and Developmental Disabilities
Výrazy ze slovníku MeSH: Developmental Disabilities*/rehabilitation , Developmental Disabilities*/psychology , Intellectual Disability*/rehabilitation , Computer Literacy* , Education of Persons with Intellectual Disabilities*/methods , Learning*, Humans ; Adolescent ; Male ; Female ; Child
Abstrakt: Learners with developmental disabilities often encounter difficulties in performing daily activities that involve digital platforms, operating systems, applications, and other digital tools. Considering the growing importance of digital literacy, we examined the effectiveness of the clustered forward chaining (CFC) procedure in teaching digital transaction skills to three adolescents with intellectual and developmental disabilities (IDD). In the context of a multiple-baselines-across-skills design with between-participant replications, we taught participants four digital transaction tasks. The results showed that all participants acquired the four tasks during CFC and maintained their performance post-intervention. Two participants completed the intervention before all clusters were targeted, possibly due to observational learning and continuous performance probes. Furthermore, both the participants and the instructors found CFC to be an acceptable intervention for teaching digital literacy.
(©AAIDD.)
Contributed Indexing: Keywords: chaining; developmental disabilities; digital literacy skills; multiple baseline design
Entry Date(s): Date Created: 20250928 Date Completed: 20250928 Latest Revision: 20250928
Update Code: 20250929
DOI: 10.1352/1934-9556-63.5.428
PMID: 41016719
Databáze: MEDLINE
Popis
Abstrakt:Learners with developmental disabilities often encounter difficulties in performing daily activities that involve digital platforms, operating systems, applications, and other digital tools. Considering the growing importance of digital literacy, we examined the effectiveness of the clustered forward chaining (CFC) procedure in teaching digital transaction skills to three adolescents with intellectual and developmental disabilities (IDD). In the context of a multiple-baselines-across-skills design with between-participant replications, we taught participants four digital transaction tasks. The results showed that all participants acquired the four tasks during CFC and maintained their performance post-intervention. Two participants completed the intervention before all clusters were targeted, possibly due to observational learning and continuous performance probes. Furthermore, both the participants and the instructors found CFC to be an acceptable intervention for teaching digital literacy.<br /> (©AAIDD.)
ISSN:1934-9556
DOI:10.1352/1934-9556-63.5.428