Journal of Special Education Technology, Ahead of Print.
In this study, we evaluate the impact of a game-based supplemental fraction curriculum on student engagement, fraction knowledge, and STEM interest in inclusive elementary mathematics classrooms. Utilizing a robust experimental design, the research explores how a game-based interventions can augment traditional fraction instruction and promote STEM interest among students, including those with disabilities. The curriculum, grounded in Scheme Theory and Learning Trajectories, significantly improved students’ fraction understanding and STEM interest. These findings highlight the potential of integrating game-based learning into mathematics education to address foundational STEM concepts and advocate for further research to explore scalability and broader applicability. The results of the study underscore the potential of innovative educational strategies to enhance learning outcomes and fostering interest in STEM careers among diverse student populations.

Journal of Special Education Technology, Ahead of Print.
The purpose of this study was to compare the differential effects of mobile assistive technology (AT) loaded with visual activity schedules (VAS; pictures alone) compared to video activity schedules (VidAS; pictures linked to video models) to promote vocational independence and decreased reliance on adult supports for adolescents and adults with intellectual disability, with and without autism. Seven single-case multitreatment designs were used to assess differential effects between the two interventions when participants completed various vocational tasks. All participants were able to perform some of the task steps independently with both VAS and VidAS but demonstrated a greater increase in independence with self-instruction using VidAS than when only given VAS. Results suggest that incorporating VidAS into mobile AT can increase independence while decreasing reliance on additional adult support, suggesting that this could be a reasonable accommodation in school, work, and community settings.

Journal of Special Education Technology, Ahead of Print.
This study was to determine the effectiveness of augmented reality on phoneme and word reading for three first-grade students with developmental delays and autism in a self-contained elementary school classroom. Effectiveness of the intervention was evaluated with a multiple probe across word sets research design. An augmented reality iPad app was used to overlay video models for the process of reading decoding over a printed sheet for each word. The printed sheet contained triggers for separate videos showing reading of each individual phoneme, blending all phonemes together slowly, reading the word aloud, and defining the word. All participants increased their ability to read phonemes and words. Our findings have implications for teachers who want to use interactive technology to teach reading skills to young students with autism and developmental delay.

Journal of Special Education Technology, Ahead of Print.
This investigation explores the relationship between the use of digital pencil and mathematical problem-solving accuracy among 1,530 students with learning disabilities (LD) and 25,400 general education (GE) peers from the 2017 digital National Assessment of Educational Progress mathematics assessment. The term “digital pencil” in this context refers to NAEP’s “embedded pencil,” a scratchwork tool within the digital assessment interface that allows students to draw or annotate on the screen using either a stylus or their finger. Findings reveal that students with LD utilized digital pencils less frequently than their GE peers, particularly on more complex items. However, digital pencil use was associated with a 20% increase in the likelihood of GE students accurately solving difficult problems and a 26% increase in accuracy for students with LD solving simpler problems. The study highlights the educational implications of incorporating digital tools like the digital pencil in learning and assessment environments, emphasizing the need for tailored instructional strategies to support diverse learners.

Journal of Special Education Technology, Ahead of Print.
Students with disabilities often face significant challenges in developing mathematical problem-solving skills, which are critical for academic success. Traditional problem-solving interventions have primarily focused on skill acquisition, leading to issues with knowledge application in real-world contexts. Enhanced Anchored Instruction (EAI) offers a multimedia-based, hands-on approach to address these challenges by integrating explicit instruction, video anchoring, and authentic activities. This article describes essential components and how to implement EAI in diverse special education classrooms and illustrates how a fourth-grade teacher used the EAI approach to enhance her students’ problem-solving skills through culturally responsive instruction. By combining technology tools with real-world application, the EAI approach can bridge the gap between theoretical knowledge and practical application, fostering deeper understanding and engagement among students with disabilities in diverse special education classrooms.

Journal of Special Education Technology, Ahead of Print.
More than two-thirds of students with disabilities spend 80% or more of their school day in general education classes. To maximize student success, collaborations among educators (general and special education teachers) and between educators and caregivers are essential for student success. However, many new educators report feeling ill-equipped to use effective collaborative skills with other professionals and caregivers to meet the needs of their students. The responsibility for ensuring that preservice teachers are prepared to collaborate falls on teacher preparation programs. Therefore, preservice teacher educators need effective and socially valid methods for embedding collaboration skills into coursework. We conducted a conceptual replication, utilizing a randomized pretest-posttest design to compare the effects of two practices focused on collaborative skills: mixed reality simulation and live role-play. Across groups, all participants increased their collaboration skills; significant differences between groups at post-test were not revealed. We discuss implications for both teacher educators and researchers.