Literaturnachweis - Detailanzeige
| Autor/inn/en | Sng, Cheong Ying; Carter, Mark; Stephenson, Jennifer |
|---|---|
| Titel | Teaching a Student with Autism Spectrum Disorder On-Topic Conversational Responses with an iPad: A Pilot Study |
| Quelle | In: Australasian Journal of Special Education, 41 (2017) 1, S.18-34 (17 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1030-0112 |
| Schlagwörter | Autism; Pervasive Developmental Disorders; Handheld Devices; Telecommunications; Educational Technology; Technology Uses in Education; Attention; Scripts; Intervention; Interpersonal Communication; Communication Skills; Experimental Groups; Control Groups; Generalization; Program Effectiveness |
| Abstract | Scripts in written or auditory form have been used to teach conversational skills to individuals with autism spectrum disorder (ASD), but with the proliferation of handheld tablet devices the scope to combine these 2 formats has broadened. The aim of this pilot study was to investigate if a script-based intervention, presented on an iPad conversational app, would be effective in teaching basic conversation skills within a school setting. A multiple baseline with probe design across scripts was employed to teach a student with ASD on-topic responses. Experimental control was demonstrated across 2 of the 3 baselines. Surprisingly, a substantial degree of generalisation was evident, which may have compromised demonstration of experimental control. This app may be a practical and effective tool for teaching on-topic responses to an individual with ASD, and further research is warranted. (As Provided). |
| Anmerkungen | Cambridge University Press. 100 Brook Hill Drive, West Nyack, NY 10994-2133. Tel: 800-872-7423; Tel: 845-353-7500; Fax: 845-353-4141; e-mail: subscriptions_newyork@cambridge.org; Web site: http://journals.cambridge.org |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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