Video Prompting to Teach Robotics and Coding to Students with Autism Spectrum Disorder

Autor/in	Wright, John C.
Titel	Video Prompting to Teach Robotics and Coding to Students with Autism Spectrum Disorder
Quelle	(2019), (86 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Vanderbilt University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-0883-4259-6
Schlagwörter	Hochschulschrift; Dissertation; Video Technology; Prompting; Robotics; Coding; Students with Disabilities; Autism; Pervasive Developmental Disorders; Intellectual Disability; Modeling (Psychology); STEM Education; Instructional Effectiveness; Middle School Students; Early Adolescents; Public Schools; Special Education Teachers; Intervention; Validity + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Benutzerführung; Robotertechnik; Codierung; Programmierung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Autismus; Intellect; Verstand; Modeling; Modelling; Modellierung; STEM; Unterrichtserfolg; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Public school; Öffentliche Schule; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Gültigkeit
Abstract	Video-based modeling is an evidence-based practice for teaching social and communication skills, functional and daily living skills, and some academic skills to students with autism spectrum disorder. The efficacy of video-based modeling, however, has not yet been established for STEM skills related to science, technology, or engineering. Drawing on findings from a systematic review of video-based modeling to teach academic skills to students with autism spectrum disorder and/or intellectual disability, I used a single case study design to examine the efficacy of video-based modeling for teaching robotics and coding to students with autism spectrum disorder. Specifically, I used a multiple-probe across skills single case research design replicated across three middle school participants to teach block-based coding of robots. This afforded three intraparticipant replications and three interparticipant replications. Further, to substantiate the social and ecological validity of video-based modeling interventions for public school settings, a special education teacher implemented the intervention in a special education classroom during non-core instructional time. Additionally, questionnaires were disseminated to study participants and public school special educators naive to the study purpose and outcomes to assess the social validity (i.e., feasibility and effectiveness) of the intervention. [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	2024/1/01