Vocabulary Learning of Children With Autism Spectrum Disorder (ASD): From the Development to an Evaluation of Serious Game Prototype (original) (raw)
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Serious Game for Children with Autism to Learn Vocabulary: An Experimental Evaluation
International Journal of Human–Computer Interaction , 2018
The use of serious games (SGs) to provide intervention for various skills to children with autism spectrum disorder (ASD) has increased in the recent years. However, the potential of these games has not been utilized to provide learning of vocabulary to children with ASD. In designing games for children with ASD, there is a need to consider components specifically from the perspectives of ASD and the generic components that can support from the theoretical, content, and game design aspects. In the absence of any existing framework to design games for children with ASD, this article first introduces a framework named serious game design framework (SGDF), constructed to provide support throughout the design process. This framework was constructed based on the extensive review of the literature on ASD and existing SGDFs. The article then focuses on the design and development of a SG prototype based on SGDF. An experimental evaluation prototype was conducted to examine the effectiveness using the withdrawal design of single-subject research design (SSRD) in improving the receptive identification of vocabulary items among children with autism before and after using the prototype. The receptive identification of vocabulary items is measured in terms of the number of correct responses given and the number of attempts made to identify the correct response. The pre-and post-evaluations of the SG prototype show that learning of vocabulary items among children with ASD improved after using the game and they retained items at the end of weeks 1 and 2 following the withdrawal of intervention.
A New Evaluation Technique Through Serious Games for Children with ASD
International Journal of Emerging Technologies in Learning (iJET), 2020
Assessment at preschool age plays a crucial role in the process of learning especially for children with autism spectrum disorder (ASD), whom encounter communication difficulties as exchanging thoughts or information by speech, writing or nonverbal expression. Therefore, a welldesigned assessment method is necessary in order to guide learning and serve as a powerful tool to reinforce children's motivation to learn. Information about what a child with ASD knows, understands and is able to do is used by tutors to adjust their teaching strategies. All assessment methods have different purposes before, during or after instruction. Besides, formative assessment is the most recommended type that helps improving children's learning and it takes place during the learning process. Also, serious games provide a context for assessing a broader range of skills and constructs compared to traditional assessment approaches. In this article, we propose a new technique for evaluating the deg...
Universal Access in The Information Society, 2019
The use of serious games to help children with autism spectrum disorder (ASD) learn different skills has increased in the recent past. Games, however, have not been exploited to enhance the vocabulary of these children. The serious game design framework (SGDF) and its components provide support throughout the design process, but there are no existing SGDFs that can be used to design serious games for these children to learn vocabulary skills. Therefore, in this research, a SGDF is proposed to overcome the problem of designing serious games for children with ASD. The components of the framework were identified after an extensive review of the literature on ASD and existing SGDFs. The input, process and output model was used as an underlying structure of the framework, and the identified components were logically placed in each phase of the model. The proposed framework was iteratively evaluated through expert reviews with academic experts and researchers working in the area of serious games, as well as game designers. The modified version of the framework was produced based on the comments provided by experts. This modified version was then used in the applicability evaluation of the framework with researchers and game designers. A proposed SGDF was produced based on the comments of experts. The main findings from expert reviews show that the structure, components and details of the proposed framework have been effectively refined. The use of the framework to produce serious game design and the prototype demonstrates its use in real time. The evaluation of the prototype with autistic children shows the improvement in their vocabulary learning before and after using the prototype.
2014.B. Nelson and DI flashcards + Autism.pdf
The purpose of this study was to determine the effectiveness of combining a modified for of reading racetracks with Direct Instruction (DI) Flashcards to teacher colors and shapes. These procedures were implemented to teach an ESL kindergarten male with disabilities to orally label basic shapes and colors. The participant was enrolled in a self-contained special education classroom. The combined procedures were evaluated in a multiple baseline design across colors and shapes. During baseline, the participant was unable to label any of the colors or shapes. When DI flashcards and a modified racetrack procedures were employed, the child was able to name every color and shape. The results suggested using the techniques of Direct Instruction and racetrack procedures were very applicable to teach our participant to be able to name basic colors and shapes. The applicability of these teaching procedures are discussed and suggestions for future research made. .
Developing set‐shifting improvement tasks (SSIT) for children with high‐functioning autism
Journal of Intellectual Disability Research, 2019
Background Children with autism spectrum disorder (ASD) experience set-shifting deficit as a part of executive function, which can lead to cognitive and behavioural flexibility deficits and/or restricted behaviours. Despite the increasing body of research on this cognitive deficit, set-shifting training has not been exclusively studied in ASD. Aims In this study, a training condition [set-shifting improvement tasks (SSIT)] was developed to improve set-shifting ability; afterwards, the possible effects of these tasks were investigated. Methods and Procedures With the aim of improving set-shifting ability in children with autism, a training program (SSIT), involving a computer game (Tatka, a puzzle game produced by our research team) with some home-based tasks (for generalisation purposes), was developed. Then, in a quasi-experimental design, the effects of SSIT tasks were studied on children (n = 13, 5-7 years old) with high-functioning autism. Outcome measures (pre-training, post-training and a 6-week follow-up) were assessed using Modified Wisconsin Card Sorting Test, Bender-Gestalt Test and Behavioural Flexibility Rating Scale. Results and Outcomes A significant change was observed in both cognitive (Bender Gestalt, η 2 p ¼ 0:84; WCST; 2 p ¼ 0:87) and behavioural flexibilities (η 2 p ¼ 0:79) and also in repetitive behaviours (η 2 p ¼ 0:45). Furthermore, the result remained stable to some extent for about 1 month after the training condition. Conclusions and Implications Developing the SSIT is just an initial step in the major target of creating cognitive rehabilitation tools to be used by clinicians and parents for children diagnosed with ASD and should be understood as a supplement, rather than an alternative, to the main treatments such as applied behaviour analysis. Future research with larger samples are needed to confirm whether this intervention is effective for children with ASD.
Since cover, copy, compare (CCC) has not been widely implemented for students with autism, one purpose of this study was to evaluate the effectiveness of modified (CCC) on spelling third grade core words for an elementary school student with autism (ASD). This study adds to the literature by having the participant trace the first time she wrote a word using CCC, the form on which the student wrote her words was modified so she could not view her previous performance. The present case report provides a replication of employing CCC with a student with autism. This intervention required the student to trace the spelling word, copy it, cover it, write it from memory, then compare the copied word to the original correct model. The effectiveness of CCC was assessed using a non-concurrent multiple-baseline across word sets. The results indicated that the intervention was successful for teaching spelling words to a single student with autism in a self-contained special education classroom setting. The use of a modified CCC with students with autism was discussed. Abstract-Since cover, copy, compare (CCC) has not been widely implemented for students with autism, one purpose of this study was to evaluate the effectiveness of modified (CCC) on spelling third grade core words for an elementary school student with autism (ASD). This study adds to the literature by having the participant trace the first time she wrote a word using CCC, the form on which the student wrote her words was modified so she could not view her previous performance. The present case report provides a replication of employing CCC with a student with autism. This intervention required the student to trace the spelling word, copy it, cover it, write it from memory, then compare the copied word to the original correct model. The effectiveness of CCC was assessed using a non-concurrent multiple-baseline across word sets. The results indicated that the intervention was successful for teaching spelling words to a single student with autism in a self-contained special education classroom setting. The use of a modified CCC with students with autism was discussed.
An Educational Application of Online Games for Learning Difficulties
The current paper presents the results of a conducted case study. During the past few years the number of children diagnosed with Learning Difficulties has drastically augmented and especially the cases of ADHD (Attention Deficit Hyperactivity Disorder). One of the core characteristics of ADHD is a deficit in working memory functions. The review of the literature indicates a plethora of educational software that aim at training and enhancing the working memory. Nevertheless, in the current paper, the possibility of using for the same purpose free, online games will be explored. Another issue of interest is the potential effect of the working memory training to the core symptoms of ADHD. In order to explore the abovementioned research questions, three digital tests are employed, all of which are developed on the E-slate platform by the author, in order to check the levels of ADHD’s symptoms and to be used as diagnostic tools, both in the beginning and in the end of the case study. The tools used during the main intervention of the research are free online games for the training of working memory. The research and the data analysis focus on the following axes: a) the presence and the possible change in two of the core symptoms of ADHD, attention and impulsivity and b) a possible change in the general cognitive abilities of the individual. The case study w as conducted with the participation of a thirteen year-old, female student, diagnosed with ADHD, during after-school hours. The results of the study indicate positive changes both in the levels of attention and impulsivity. Therefore, we conclude that the training of working memory through the use of free, online games has a positive impact on the characteristics of ADHD. Finally, concerning the second research question, the change in general cognitive abilities, no significant changes were noted.
Enhancing Memory Skills of Autism Spectrum Disorder Children using Gamification
Journal of Pharmaceutical Research International, 2021
Sharp memory of growing children is important for education and learning of any new skills. Learning new languages is an important aspect for all children. Kids with Autism Spectrum Disorder (ASD) need extra attention to enhance the memory skills. ASD is a developmental issue that influences communication and social conduct. It leads to the slow development of certain skills in children. The reasons for ASD are yet to obscure; however, it is normal in children having parents of higher age groups. Individuals with ASD generally avoid social communications, lack confidence in the eye to eye contact, fiddle a great deal, and regularly experience the ill effects of other issues like ADHD, OCD, etc.They tend to get distracted very easily. They are often obsessive about particular things and ignorant or indifferent about everything else. ASD does not include mental retardation (MR). Even though individuals experiencing ASD are improper at conveying, they sometimes have a better than avera...