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Using Computer-Assisted Instruction to Decrease Transition Times for Students With Autism Spectrum Disorder.

Students with autism spectrum disorder (ASD) may have a difficult time transitioning frequently throughout a school day, and problem behavior can be more apparent during this time. Valuable academic time can be preserved by decreasing the time it takes to transition between tasks. Hine et al. (2015)...

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Published in:Focus on Autism & Other Developmental Disabilities Vol. 38; no. 1; pp. 45 - 56
Main Authors: Bewley, Kristina A., Crosland, Kimberly, Fuller, Asha
Format: research tables/charts Journal Article
Published: Sage Publications Inc. Mar2023
Online Access:View this record in EBSCOhost
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      dt: Mar2023
      vid: 38
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      pub: Sage Publications Inc.
      place: Thousand Oaks, California
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        atl: Using Computer-Assisted Instruction to Decrease Transition Times for Students With Autism Spectrum Disorder.
      aug:
        au:
          Bewley, Kristina A.
          Crosland, Kimberly
          Fuller, Asha
        affil: University of South Florida, Tampa, USA
      sug:
        subj:
          Autism Spectrum Disorder
          Students with Disabilities Psychosocial Factors
          Computer-Assisted Instruction
          Task Performance and Analysis
          Human
      ab: Students with autism spectrum disorder (ASD) may have a difficult time transitioning frequently throughout a school day, and problem behavior can be more apparent during this time. Valuable academic time can be preserved by decreasing the time it takes to transition between tasks. Hine et al. (2015) found that computer-assisted instruction (CAI)–based intervention was successful in decreasing classroom transition times for students in general education. The purpose of this study was to evaluate the effects of a similar CAI intervention to decrease the latency to on-task behavior during transitions in students with ASD. Two different transitions were evaluated with three student participants with ASD. Results indicated the CAI intervention decreased latency to on-task behavior for all three participants for both transitions without the need for a reinforcement component. High implementation fidelity and social validity scores demonstrated acceptance of the intervention by both the teachers and the student participants.
      pubtype: Academic Journal
      doctype:
        research
        tables/charts
        Journal Article
      ougenre: Article
    language: English
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