A Multiple Case Study of the Efficacy of Learning Strategies, Aids, and Technologies on the Experiences of Learners with Autism Spectrum Disorder

Autor/in	Agee, Rebecca G.
Titel	A Multiple Case Study of the Efficacy of Learning Strategies, Aids, and Technologies on the Experiences of Learners with Autism Spectrum Disorder
Quelle	(2018), (152 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Northcentral University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-4387-0823-5
Schlagwörter	Hochschulschrift; Dissertation; Case Studies; Self Efficacy; Learning Strategies; Student Experience; Autism; Pervasive Developmental Disorders; Community Colleges; Two Year College Students; Instructional Effectiveness; Direct Instruction; Computer Mediated Communication; Educational Technology; Students with Disabilities; Student Attitudes + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Case study; Fallstudie; Case Study; Self-efficacy; Selbstwirksamkeit; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Studienerfahrung; Autismus; Community college; Community College; Unterrichtserfolg; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Computerkonferenz; Unterrichtsmedien; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Schülerverhalten
Abstract	The leading characteristics of persons with autism spectrum disorder include challenging communication practices and asocial reactions which are the outcome of uncommon human sensory processes. As a result, adverse learning practices, outcomes, and greater dropout rates often outline the community college experience for students with ASD. The purpose of this multiple case research study was to examine how these students were affected by settings, curriculum, tools, and lessons which are technologically mediated. The study was framed within duo-theories: McLuhan's technological determinism theory and Tomlinson's theory of differentiated instruction. Four participants, three male and one female, all community college students with autism spectrum disorder, partook in the study. Data was collected using in-depth, semi-structured interviews, based on an open interview guide using both concrete and emotive question types, as well as limited observation and artifact examination. The collected data was transcribed from notes and digital recordings then disassembled via the open-coding process using Microsoft "Word." The NVivo software program was used to conduct a pattern-matching and cross-case analysis, from which four themes emerged: A wish for direct instruction over mediated instruction; adaptability; communication between students and professors; a disconnect with the college's disability office. The results of this study reinforce and support the theoretical frameworks on which it was founded. Participants showed a general disinterest in technologically mediated means of learning, revealing an association with the behaviors and needs of the typically developed from earlier eras and described by McLuhan. Tomlinson's differentiated instructional theory emphasizes individuality and diversity in teaching and learning; this study both accentuates and builds upon the tenets of that theory. Future studies using a greater amount of participants and conducted over a longer time span are recommended. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01