Evaluating Assistive Technology in Early Childhood Education: The Use of a Concurrent Time Series Probe Approach |
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| Authors: | Howard P Parette Craig Blum and Nichole M Boeckmann |
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| Institution: | (1) Department of Special Education, Illinois State University, P.O. Box 5910, Normal, IL 61790-5910, USA;(2) Department of Communication Sciences and Disorders, Illinois State University, P.O. Box 4720, Normal, IL 61790-4720, USA |
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| Abstract: | As assistive technology applications are increasingly implemented in early childhood settings for children who are at risk
or who have disabilities, it is critical that teachers utilize observational approaches to determine whether targeted assistive
technology-supported interventions make a difference in children’s learning. One structured strategy that employs observations
and which has powerful child progress monitoring implications is the concurrent time series probe approach. Requiring multiple
performance measures of a child engaged in a targeted task over time—both with and without a specific assistive technology
device—the concurrent time series probe approach can be used to evaluate the effectiveness of assistive technology tools in
supporting skill acquisition in the classroom. This approach is described in the context of a case study, with accompanying
explanations of how to interpret data and make decisions regarding the effectiveness of the technology. |
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| Keywords: | Assistive technology Progress monitoring Assistive technology consideration Concurrent time series Assistive technology outcomes Classroom data management |
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