Enhancing social problem solving in children with autism and normal children through computer-assisted instruction.
Children with autism have difficulty in solving social problems and in generating multiple solutions to problems. They are, however, relatively skilled in responding to visual cues such as pictures and animations. Eight distinct social problems were presented on a computer, along with a choice of po...
| Publicado en: | Journal of Autism & Developmental Disorders Vol. 31; no. 4; pp. 377 - 385 |
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| Autores principales: | , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Springer Nature
Aug2001
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=106959578&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 106959578 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 01623257 AUT jtl: Journal of Autism & Developmental Disorders issn: 01623257 maglogo: N pubinfo: dt: Aug2001 vid: 31 iid: 4 pid: 237 pub: Springer Nature place: New York, New York artinfo: ui: 106959578 106959578 2002113814 10.1023/a:1010660502130 NLM11569584 106959578 ppf: 377 ppct: 8 formats: fmt: @attributes: type: P tig: atl: Enhancing social problem solving in children with autism and normal children through computer-assisted instruction. aug: au: Bernard-Opitz V Sriram N Nakhoda-Sapuan S affil: Department of Social Work and Psychology, National University of Singapore; swkberna@nus.edu.sg sug: subj: Problem Solving Education Autism Spectrum Disorder Computer-Assisted Instruction Descriptive Statistics Repeated Measures Analysis of Variance Research Instruments Intelligence Tests Multiple Regression P-Value Observational Methods Singapore Child, Preschool Child Male Female Funding Source Human Child, Preschool: 2-5 years Child: 6-12 years Male Female ab: Children with autism have difficulty in solving social problems and in generating multiple solutions to problems. They are, however, relatively skilled in responding to visual cues such as pictures and animations. Eight distinct social problems were presented on a computer, along with a choice of possible solutions, and an option to produce alternative solutions. Eight preschool children with autism and eight matched normal children went through 10 training sessions interleaved with 6 probe sessions. Children were asked to provide solutions to animated problem scenes in all the sessions. Unlike the probe sessions, in the training sessions problem solutions were first explained thoroughly by the trainer. Subsequently these explanations were illustrated using dynamic animations of the solutions. Although children with autism produced significantly fewer alternative solutions compared to their normal peers, a steady increase across probe sessions was observed for the autistic group. The frequency of new ideas was directly predicted by the diagnostic category of autism. Results suggest young children with autism and their normal peers can be taught problem-solving strategies with the aid of computer interfaces. More research is required to establish whether such computer-assisted instruction will generalize to nontrained problem situations in real-life contexts. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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