Comparing Stimuli Delivered via Tablet versus Flashcards on Receptive Labeling in Children with Autism Spectrum Disorder

Autor/inn/en	Pellegrino, Azure J.; Higbee, Thomas S.; Becerra, Lorraine A.; Gerencser, Kristina R.
Titel	Comparing Stimuli Delivered via Tablet versus Flashcards on Receptive Labeling in Children with Autism Spectrum Disorder
Quelle	In: Journal of Behavioral Education, 29 (2020) 3, S.606-618 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Pellegrino, Azure J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-0819
DOI	10.1007/s10864-019-09329-6
Schlagwörter	Autism; Pervasive Developmental Disorders; Visual Stimuli; Visual Aids; Educational Technology; Technology Uses in Education; Preschool Children; Handheld Devices; Telecommunications; Teaching Methods; Preferences; Performance; Receptive Language + Suchen Sie Ihr Suchwort? Autismus; Anschauungsmaterial; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Telekommunikationstechnik; Teaching method; Lehrmethode; Unterrichtsmethode; Achievement; Leistung; Rezeptive Kommunikationsfähigkeit
Abstract	We compared the acquisition of receptive labeling using stimuli delivered via tablet and via flashcards during discrete trial instruction in three preschoolers with Autism Spectrum Disorder. Using an adapted alternating treatments design, we compared the number of sessions required to meet a mastery criterion for receptively identifying stimuli presented on flashcards and stimuli presented on a tablet with all other teaching procedures held constant. We observed that two participants required more sessions to meet the mastery criterion within the tablet condition, while one participant met the criterion after approximately the same number of sessions. We then assessed delivery preference using a concurrent-chains procedure and found preferences to be unrelated to overall performances during skill acquisition. Considerations for future research on tablet use in discrete trial instruction as well as implications for practice are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01