Wednesday, April 8
9:30-9:45 PM
EDT
Room 1 - https://tinyurl.com/room1site

Relationship between Working Memory and Technology Use in Children with Moderate Intellectual Disability

Poster - SITE 180 ID: 56523
  1. Cagla Ozgur Yilmaz
    Aksaray University
  2. Tugba Kamali Arslantas
    Aksaray University
  3. aaa
    Okan Arslan
    Texas Tech University

Abstract: The main purpose of this study was to examine the relationship of technology use, specifically tablet pcs, and working memory performance of elementary school children with moderate intellectual disabilities (ID). Additionally, the relationship between technology use and two constructs of working memory which are verbal memory and visual memory was investigated. Depending on the purpose of the study, correlational research was applied. 30 elementary school students with moderate ID from a public school in Turkey participated in the study. The prerequisite skills required for the children were identified as (1) having basic literacy skills, (2) being diagnosed with moderate ID, (3) using smart phone before, (4) having receptive and expressive language skills. Based on the findings, there is a large correlation between visual memory and technology use while there is a medium correlation between working memory and technology use and also between verbal memory and technology use. Findings suggest that working memory significantly correlated to technology use of elementary school students with moderate ID. Specifically, visual memory and verbal memory significantly correlated to technology use as well. It was suggested that technology based interventions may include working memory strategy plans.

Presider: Scott Mavers, University of North Texas

Topic

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