Using Multimedia to Reveal the Hidden Code of Everyday Behaviour to Children with Autistic Spectrum Disorders (ASDs)

Autor/inn/en	Doyle, Theresa; Arnedillo-Sanchez, Inmaculada
Titel	Using Multimedia to Reveal the Hidden Code of Everyday Behaviour to Children with Autistic Spectrum Disorders (ASDs)
Quelle	In: Computers & Education, 56 (2011) 2, S.357-369 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0360-1315
DOI	10.1016/j.compedu.2010.08.016
Schlagwörter	Intervention; Autism; Interpersonal Relationship; Interaction; Parent Child Relationship; Teacher Student Relationship; Story Telling; Social Behavior; Special Education; Special Needs Students; Computer Assisted Instruction; Educational Technology; Pervasive Developmental Disorders; Multimedia Materials; Multimedia Instruction; Computer Software; Case Studies; Learning Strategies; Teaching Methods; Parents as Teachers + Suchen Sie Ihr Suchwort? Autismus; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Interaktion; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Teacher student relationships; Lehrer-Schüler-Beziehung; Social behaviour; Soziales Verhalten; Special needs education; Sonderpädagogik; Sonderschulwesen; Sonderpädagogischer Förderbedarf; Computer based training; Computerunterstützter Unterricht; Unterrichtsmedien; Multimediales Lernen; Case study; Fallstudie; Case Study; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This paper describes a framework which was developed for carers (teachers and parents) to help them create personalised social stories for children with autistic spectrum disorders (ASDs). It explores the social challenges experienced by individuals with ASDs and outlines an intervention aimed at revealing the hidden code that underpins social interactions to them. It focuses on how technology can facilitate the implementation of this intervention by utilising multimedia-authoring tools. Findings from a case study, involving seven carers over a five-month period, are encouraging revealing that the participants quickly learned the basics of the intervention and either adapted or created social stories. They found the framework easy to use and sufficiently flexible to cater for children with social interaction, communication and behaviour problems. (Contains 2 tables and 13 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10