Designing Serious Game Interventions for Individuals with Autism / Elisabeth M. WHYTE in Journal of Autism and Developmental Disorders, 45-12 (December 2015)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 45-12 (December 2015) . - p.3820-3831 Titre : Designing Serious Game Interventions for Individuals with Autism Type de document : Texte imprimé et/ou numérique Auteurs : Elisabeth M. WHYTE, Auteur ; Joshua M. SMYTH, Auteur ; K. Suzanne SCHERF, Auteur Année de publication : 2015 Article en page(s) : p.3820-3831 Langues : Anglais (eng) Mots-clés : Autism  Serious game  Virtual reality  Technology  Computer-based intervention  Cognitive training Index. décimale : PER Périodiques Résumé : The design of “Serious games” that use game components (e.g., storyline, long-term goals, rewards) to create engaging learning experiences has increased in recent years. We examine of the core principles of serious game design and examine the current use of these principles in computer-based interventions for individuals with autism. Participants who undergo these computer-based interventions often show little evidence of the ability to generalize such learning to novel, everyday social communicative interactions. This lack of generalized learning may result, in part, from the limited use of fundamental elements of serious game design that are known to maximize learning. We suggest that future computer-based interventions should consider the full range of serious game design principles that promote generalization of learning. En ligne : http://dx.doi.org/10.1007/s10803-014-2333-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=273 [article] Designing Serious Game Interventions for Individuals with Autism [Texte imprimé et/ou numérique] / Elisabeth M. WHYTE, Auteur ; Joshua M. SMYTH, Auteur ; K. Suzanne SCHERF, Auteur . - 2015 . - p.3820-3831. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 45-12 (December 2015) . - p.3820-3831 Mots-clés : Autism  Serious game  Virtual reality  Technology  Computer-based intervention  Cognitive training Index. décimale : PER Périodiques Résumé : The design of “Serious games” that use game components (e.g., storyline, long-term goals, rewards) to create engaging learning experiences has increased in recent years. We examine of the core principles of serious game design and examine the current use of these principles in computer-based interventions for individuals with autism. Participants who undergo these computer-based interventions often show little evidence of the ability to generalize such learning to novel, everyday social communicative interactions. This lack of generalized learning may result, in part, from the limited use of fundamental elements of serious game design that are known to maximize learning. We suggest that future computer-based interventions should consider the full range of serious game design principles that promote generalization of learning. En ligne : http://dx.doi.org/10.1007/s10803-014-2333-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=273

Learning of idiomatic language expressions in a group intervention for children with autism / Elisabeth M. WHYTE in Autism, 17-4 (July 2013)  

Public ISBD [article]  inAutism > 17-4 (July 2013) . - p.449-464 Titre : Learning of idiomatic language expressions in a group intervention for children with autism Type de document : Texte imprimé et/ou numérique Auteurs : Elisabeth M. WHYTE, Auteur ; Keith E. NELSON, Auteur ; Kiren S. KHAN, Auteur Article en page(s) : p.449-464 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : In typical development, children learn an extensive range of idioms and other figurative (non-literal) language expressions during childhood and adolescence. However, many children with autism fall far behind in their idiom comprehension and production and never fully reach adult levels. The current study measured the effectiveness of a group idiom intervention for ten children, aged 7 to 12 years, with autism spectrum disorders. This intervention was conducted by a community-based social skills program. The children were initially very low in idiom understanding, but were able to learn and remember the meaning of idiomatic phrases that they were taught during the 2-week-long intervention. The children showed greater increases at a delayed post-test for idioms trained in the intervention than idioms that were untrained controls. Implications for future educational possibilities are discussed. En ligne : http://dx.doi.org/10.1177/1362361311422530 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=206 [article] Learning of idiomatic language expressions in a group intervention for children with autism [Texte imprimé et/ou numérique] / Elisabeth M. WHYTE, Auteur ; Keith E. NELSON, Auteur ; Kiren S. KHAN, Auteur . - p.449-464. Langues : Anglais (eng) in Autism > 17-4 (July 2013) . - p.449-464 Index. décimale : PER Périodiques Résumé : In typical development, children learn an extensive range of idioms and other figurative (non-literal) language expressions during childhood and adolescence. However, many children with autism fall far behind in their idiom comprehension and production and never fully reach adult levels. The current study measured the effectiveness of a group idiom intervention for ten children, aged 7 to 12 years, with autism spectrum disorders. This intervention was conducted by a community-based social skills program. The children were initially very low in idiom understanding, but were able to learn and remember the meaning of idiomatic phrases that they were taught during the 2-week-long intervention. The children showed greater increases at a delayed post-test for idioms trained in the intervention than idioms that were untrained controls. Implications for future educational possibilities are discussed. En ligne : http://dx.doi.org/10.1177/1362361311422530 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=206

---

1 (1 - 2 / 2)