Brief report: vocabulary acquisition for children with autism: teacher or computer instruction (original) (raw)
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Journal of Autism and Developmental Disorders, 1995
This paper reports on the effect of using an interactive and child-initiated microcomputer program (Alpha) when teaching three groups of children fN = 30) reading and communications skills: (a) 11 children with autism fM chronological age, CA = 9:4 years), (b) 9 children with mixed handicaps (M CA = 13:1), and (c) 10 normal preschool children (M CA = 6:4 years). Their mental age varied from 5:8 years to 6:9 years and all children received computer instruction supplementary to their regular reading and writing '
Arab World English Journal
This paper highlights one of the most critical aspects of facilitating vocabulary learning among children with autism. Several pertinent issues serve as the focus of the paper; vocabulary course design for high functioning children with autism and the relevant considerations required when teaching them using technology. To explore these issues, a qualitative design using content analysis through extensive literature review was conducted. The content analysis included a critical examination of the features of children with autism and their learning and the theories of vocabulary course design and its principles. The analysis brought to light relevant considerations following the five factors as identified from the critical examination of the literature. Hence, this paper proposes course design for high functioning children with autism considerations. Curriculum designers, syllabus writers and instructors for children with autism could expect to benefit from this paper. This paper als...
Journal of Autism and Developmental Disorders, 2004
This study investigated the use of computer-based intervention for enhancing communication functions of children with autism. The software program was developed based on daily life activities in the areas of play, food, and hygiene. The following variables were investigated: delayed echolalia, immediate echolalia, irrelevant speech, relevant speech, and communicative initiations. Multiple-baseline design across settings was used to examine the effects of the exposure of five children with autism to activities in a structured and controlled simulated environment on the communication manifested in their natural environment. Results indicated that after exposure to the simulations, all children produced fewer sentences with delayed and irrelevant speech. Most of the children engaged in fewer sentences involving immediate echolalia and increased the number of communication intentions and the amount of relevant speech they produced. Results indicated that after practicing in a controlled and structured setting that provided the children with opportunities to interact in play, food, and hygiene activities, the children were able to transfer their knowledge to the natural classroom environment. Implications and future research directions are discussed.
2006
TeachTown is a new computer-assisted instruction (CAI) program that utilizes best-practices ABA to teach a variety of skills to young children. Study 1 investigated the effect of the software on the acquisition of receptive language, cognitive, and social skills by 4 children with autism and 4 children with other developmental delays using a pre-test/post-test design. Social validity with parents, teachers, and clinicians was also assessed. Study 2 used a multiple-baseline design across the 4 children with autism to investigate whether CAI impeded the children's spontaneous use of language and social behaviors. Results suggested that the computer-assisted instruction actually enhanced social-communication and decreased inappropriate behaviors. Results are discussed in terms of the potential of using CAI programs for children with autism.
Computerized resources in language therapy with children of the autistic spectrum
Pró-fono : revista de atualização científica
The use of computerized technology in language therapy with children of the autistic spectrum. To assess the interference of using computers and specific programs during language therapy in the functional communicative profile and socio-cognitive performance of children of the autistic spectrum. 23 children with ages ranging between 3 and 12 years were individually video recorded prior to and after a set of 10 regular language therapy sessions (i.e. a total of two video samples per subject) using computerized games according to the child's choice. The following expressions were used by the therapists to describe the children's performance during the use of computers: more attentive, more communicative initiatives, more eye contact, more interactive, more verbalizations, more attention and more action requests. Qualitative and quantitative progresses were identified, although without statistical significance. Those progresses were observed after a time period that is smaller ...
Extending Research on a Computer-Based Sight-Word Reading Intervention to a Student with Autism
Journal of Behavioral Education, 2011
A multiple-baseline design across tasks (i.e., word lists) was used to evaluate the effects of a computer-based sight-word reading intervention (CBSWRI) on the sight-word reading of a sixth-grade student with Autism. Across 3 lists of primer and first-grade Dolch words, the student showed immediate increases in sight-word reading after the CBSWRI was applied. As the student learned 25 words in 16 brief (i.e., 200 s) sessions, the efficiency and sustainability of the CBSWRI are discussed along with future research.
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Computer-aided instructions have significant potential in increasing the educational experiences and facilitating the development of children with special needs (autistic children). Early intervention for autistic children helps their learning, language, and communication skills. This study aimed to explore the perceptions of parents of autists and speech therapists regarding the use of computer-aided educational applications to improve the communication and learning of Autistic Students. A critical paradigm was used for this study, under this paradigm, mixed methods research was used. Under mixed methods research, an explanatory sequential design was used. All the parents of autists and speech therapists of Lahore were considered the population for this study. A purposive sampling technique was used to determine the desired sample size from the population. Seventy-three parents of autists and twenty-eight speech therapists participated in the study. For the quantitative phase, the...
EXPLORING COMPUTER AND STORYBOOK INTERVENTIONS FOR CHILDREN WITH HIGH FUNCTIONING AUTISM
International Journal of Special Education, 2012
Comprehension is a crucial academic skill that is necessary for independent living. Unfortunately many children with autism often exhibit difficulties being able to interpret and comprehend written language. There is limited research on effective comprehension practices to enhance the comprehension development of children with autism. Therefore, the purpose of this study was to investigate the impact of two repeated reading interventions (computer and storybook) on the comprehension of five children with autism. Findings indicated that several of the children performed better than would otherwise have been expected for both interventions. Neither of the computer or storybook interventions showed to be more beneficial than the other, indicating that these interventions may both be effective in increasing some children's listening comprehension of text.
2017
Computer-Assisted Instruction (CAI) has an increasing popularity due to its effectiveness on the education of the students with disabilities involving the students with autism spectrum disorder, one of the developmental disabilities which is seen among 60 individuals out of 10,000. CAI is used in the education of autistic individuals in various fields since it provides repetition, predictability and motivating learning opportunity which meets the needs of the students with autism. Specifically, CAI is effectively used in the teaching of academic skills, such as vocabulary, grammar, reading, writing and mathematics, to autistic individuals, and can be used in many different since it is widespread and easily reachable. Hence, the use of CAI in the teaching of academic skills has been widely investigated in recent years. In this paper we review the existing studies and evaluate the results obtained in these studies. Based on the results, it is clear that CAI is more effective than trad...
Universal Access in the Information Society, 2019
This paper presents a systematic review of the literature on the modalities used in computer-based interventions (CBIs) and the impact of using these interventions in the learning, generalisation, and maintenance of language comprehension and decoding skills for children with autism spectrum disorder (ASD), ending with an appraisal of the certainty of evidence. Despite the importance of both skills in the reading comprehension and overall learning, a limited number of studies have been found. These include seven studies on language comprehension and seven studies on decoding. The shortlisted studies were analysed and a very limited number of modalities were found to have been used; text, graphics, audio, video, and mouse movement are used in all the studies and are termed basic modalities. Statistical analysis was also conducted on three parameters: (1) outcome of the study; (2) generalisation; and (3) maintenance. The analysis showed that CBIs were effective in facilitating these children's learning; there was a significant improvement in the performance of children from the baseline to during and the post-intervention period. The analysis of generalisation has revealed positive results, indicating that the children were able to transfer information to a different setting or situation. Positive results are also noted from the analysis of maintenance, which indicate that the children retained information following the withdrawal of intervention. The combination of teachers' instructions and CBI has provided better results than using either of them separately. This study has discovered 23 potential modalities and 2 potential CBIs including serious games and virtual learning environments that can be explored for language comprehension and decoding skills.