دورية أكاديمية
Using Augmented Reality and Modified Schema-Based Instruction to Teach Problem Solving to Students with Autism
| العنوان: | Using Augmented Reality and Modified Schema-Based Instruction to Teach Problem Solving to Students with Autism |
|---|---|
| اللغة: | English |
| المؤلفون: | Root, Jenny R., Cox, Sarah K. (ORCID |
| المصدر: | Remedial and Special Education. Oct 2022 43(5):301-313. |
| الإتاحة: | SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.comTest |
| تمت مراجعته من قبل الزملاء: | Y |
| Page Count: | 13 |
| تاريخ النشر: | 2022 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Postsecondary Education |
| الواصفات: | Autism Spectrum Disorders, Program Effectiveness, Evidence Based Practice, Mathematics Instruction, Problem Solving, Students with Disabilities, Computer Simulation, Video Technology, Money Management, Interpersonal Competence, Intervention, Young Adults, Postsecondary Education |
| DOI: | 10.1177/07419325211054209 |
| تدمد: | 0741-9325 1538-4756 |
| مستخلص: | 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 |
| Abstractor: | As Provided |
| Entry Date: | 2022 |
| رقم الانضمام: | EJ1350505 |
| قاعدة البيانات: | ERIC |
| تدمد: | 0741-9325 1538-4756 |
|---|---|
| DOI: | 10.1177/07419325211054209 |