Teaching Digital, Block-Based Coding of Robots to High School Students with Autism Spectrum Disorder and Challenging Behavior.
The use of robots to teach students with autism spectrum disorder communication skills has basis in the literature; however, research investigating the effects of teaching coding or programming of robotics to promote learning in STEM to this population has not yet been conducted. The purpose of the...
| Published in: | Journal of Autism & Developmental Disorders Vol. 49; no. 8; pp. 3113 - 3127 |
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| Main Authors: | , , , |
| Format: | research tables/charts Journal Article |
| Published: |
Springer Nature
Aug2019
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| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=137441305&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 137441305 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 01623257 AUT jtl: Journal of Autism & Developmental Disorders issn: 01623257 maglogo: N pubinfo: dt: Aug2019 vid: 49 iid: 8 pid: 237 pub: Springer Nature place: New York, New York artinfo: ui: 137441305 137441305 137441305 10.1007/s10803-019-04033-w 137441305 ppf: 3113 ppct: 14 formats: fmt: – @attributes: type: T – @attributes: type: P tig: atl: Teaching Digital, Block-Based Coding of Robots to High School Students with Autism Spectrum Disorder and Challenging Behavior. aug: au: Knight, Victoria F. Wright, John Wilson, Kalli Hooper, Ashton affil: Faculty of Education, University of British Columbia, Vancouver Campus, 2125 Main Mall, V6T 1Z4, Vancouver, BC, Canada sug: subj: Autism Spectrum Disorder Diagnosis Intellectual Disability Diagnosis Child Behavior Disorders Diagnosis Students, High School Teaching Methods Robotics Coding Computers and Computerization Human Male Female Adolescence Education, Special Experimental Studies Adolescent: 13-18 years Male Female ab: The use of robots to teach students with autism spectrum disorder communication skills has basis in the literature; however, research investigating the effects of teaching coding or programming of robotics to promote learning in STEM to this population has not yet been conducted. The purpose of the current study was to evaluate the effects of teaching one code explicitly, using model-lead-test on the following dependent variables: (a) acquisition of the explicitly-taught code (i.e., robotic movement); (b) generalization of the explicitly-taught code to other novel codes (i.e., robotic sounds, light effects, complex movements), and (c) self-generated novel sets of codes. Results of the multiple probe across participants design demonstrate that all three students with ASD and challenging behaviors were able to acquire the initial code, generalize the initial code to novel codes, and self-generate (i.e., create, test, and evaluate) their own coding. Implications for practitioners, study limitations, and recommendations for future research are discussed. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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