Comparing Computer-Assisted and Teacher-Implemented Visual Matching Instruction for Children with ASD and/or Other DD

被引：16
|
作者：
Hu, Xiaoyi [1 ]
Lee, Gabrielle T. [2 ]
Tsai, Yu-Ting [3 ]
Yang, Yang [4 ,5 ]
Cai, Su [6 ,7 ]
机构：
[1] Beijing Normal Univ, Dept Special Educ, Educ Res Ctr Children ASD, Fac Educ, Rm 408,YingDong Bldg,Xin Jie Kou Wai Jie 19, Beijing, Peoples R China
[2] Western Univ, Fac Educ, 1137 Western Rd,Room 1105, London, ON N6G 1G7, Canada
[3] Yuan Ze Univ, Dept Comp Sci & Engn, 135 Yuandong Rd, Taoyuan, Taiwan
[4] Beijing Normal Univ, Fac Educ, Sch Educ Technol, Rm 215,Yanbo Bldg,Xin Jie Kou Wai Jie 19, Beijing, Peoples R China
[5] China Mobile Commun Corp, Minist Educ, Joint Lab Mobile Learning, Beijing, Peoples R China
[6] Beijing Normal Univ, Sch Educ Technol, Fac Educ, Mailbox 65,Xin Jie Kou Wai Jie 19, Beijing, Peoples R China
[7] Beijing Normal Univ, Beijing Adv Innovat Ctr Future Educ, Beijing, Peoples R China
来源：
JOURNAL OF AUTISM AND DEVELOPMENTAL DISORDERS | 2020年 / 50卷 / 07期
基金：
中国国家自然科学基金;
关键词：
Computer-assisted instruction; Teacher-implemented instruction; Gesture-tracking; China; Autism; Intellectual disability; AUTISM SPECTRUM DISORDERS; FINE MOTOR-SKILLS; STUDENTS; INTERVENTIONS; GAMES;
D O I：
10.1007/s10803-019-03978-2
中图分类号：
B844 [发展心理学（人类心理学）];
学科分类号：
040202 ;
摘要：
This paper compared the effectiveness and efficiency of using computer-assisted instruction (CAI) and teacher-implemented instruction (TII) to teach visual matching skills to students with autism spectrum disorder and/or other developmental disabilities. Four school-aged students participated in this study with an alternating treatment design. The CAI incorporated discrete trial instruction with the gesture-tracking application, while the TII involved traditional one-to-one instruction using flashcards. The results indicated that all students acquired the target matching skills with generalization to similar untaught skills and maintained acquired skills at a high level for up to 5 weeks under both CAI and TII. Both CAI and TII were effective. However, CAI was more efficient than TII in regards to the prompts provided and the duration of instructional sessions. CAI also resulted in more student engagement in independent learning.
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页码：2540 / 2555
页数：16
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