Using Augmented Reality and Modified Schema-Based Instruction to Teach Problem Solving to Students With Autism.
Young adults with autism spectrum disorder (ASD) need both academic and social skills required to apply acquired knowledge and skills in real-world settings. This study evaluated the effects of a multicomponent intervention incorporating both Modified Schema-Based Instruction (MSBI) and video-based...
| Publicado en: | Remedial & Special Education Vol. 43; no. 5; pp. 301 - 314 |
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| Autores principales: | , , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Sage Publications Inc.
Oct2022
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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=159084969&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 159084969 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 07419325 RSE jtl: Remedial & Special Education issn: 07419325 maglogo: Y pubinfo: dt: Oct2022 vid: 43 iid: 5 pid: 344 pub: Sage Publications Inc. place: Thousand Oaks, California artinfo: ui: 159084969 153363461 159084969 159084969 10.1177/07419325211054209 159084969 ppf: 301 ppct: 13 formats: tig: atl: Using Augmented Reality and Modified Schema-Based Instruction to Teach Problem Solving to Students With Autism. aug: au: Root, Jenny R. Cox, Sarah K. Davis, Kathryn Gonzales, Sarah affil: Florida State University, Tallahassee, USA sug: subj: Augmented Reality Utilization Autism Spectrum Disorder Problem Solving Teaching Methods Skill Acquisition Task Performance and Analysis Human Male Female Young Adult Curriculum Access to Information Mathematics Social Skills Training Interviews Effect Size Questionnaires Male Female ab: Young adults with autism spectrum disorder (ASD) need both academic and social skills required to apply acquired knowledge and skills in real-world settings. This study evaluated the effects of a multicomponent intervention incorporating both Modified Schema-Based Instruction (MSBI) and video-based instruction delivered via augmented reality (AR) to teach the social and mathematical problem-solving skills needed to execute personal finance tasks in the community. Participants were four 21-year-old young adults with ASD enrolled in a public school transition program located on the campus of a technical college. Findings of the single-case multiple probe across participant design support a functional relationship between the multicomponent treatment package and the social and mathematical problem-solving skills of the young adults with ASD. Furthermore, participants were also able to self-correct errors after watching AR-triggered model videos. Generalization to a novel setting was tested. Results, implications, and suggestions 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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