[article] 
inJournal of Autism and Developmental Disorders > 50-7 (July 2020) . - p.2540-2555

Titre :	Comparing Computer-Assisted and Teacher-Implemented Visual Matching Instruction for Children with ASD and/or Other DD
Type de document :	texte imprimé
Auteurs :	Xiaoyi HU, Auteur ; Gabrielle T. LEE, Auteur ; Yu-Ting TSAI, Auteur ; Yang YANG, Auteur ; Su CAI, Auteur
Article en page(s) :	p.2540-2555
Langues :	Anglais (eng)
Mots-clés :	Autism  China  Computer-assisted instruction  Gesture-tracking  Intellectual disability  Teacher-implemented instruction
Index. décimale :	PER Périodiques
Résumé :	This paper compared the effectiveness and efficiency of using computer-assisted instruction (CAI) and teacher-implemented instruction (TII) to teach visual matching skills to students with autism spectrum disorder and/or other developmental disabilities. Four school-aged students participated in this study with an alternating treatment design. The CAI incorporated discrete trial instruction with the gesture-tracking application, while the TII involved traditional one-to-one instruction using flashcards. The results indicated that all students acquired the target matching skills with generalization to similar untaught skills and maintained acquired skills at a high level for up to 5 weeks under both CAI and TII. Both CAI and TII were effective. However, CAI was more efficient than TII in regards to the prompts provided and the duration of instructional sessions. CAI also resulted in more student engagement in independent learning.
En ligne :	http://dx.doi.org/10.1007/s10803-019-03978-2
Permalink :	https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=426

[article] Comparing Computer-Assisted and Teacher-Implemented Visual Matching Instruction for Children with ASD and/or Other DD [texte imprimé] / Xiaoyi HU, Auteur ; Gabrielle T. LEE, Auteur ; Yu-Ting TSAI, Auteur ; Yang YANG, Auteur ; Su CAI, Auteur . - p.2540-2555.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 50-7 (July 2020) . - p.2540-2555

Mots-clés :	Autism  China  Computer-assisted instruction  Gesture-tracking  Intellectual disability  Teacher-implemented instruction
Index. décimale :	PER Périodiques
Résumé :	This paper compared the effectiveness and efficiency of using computer-assisted instruction (CAI) and teacher-implemented instruction (TII) to teach visual matching skills to students with autism spectrum disorder and/or other developmental disabilities. Four school-aged students participated in this study with an alternating treatment design. The CAI incorporated discrete trial instruction with the gesture-tracking application, while the TII involved traditional one-to-one instruction using flashcards. The results indicated that all students acquired the target matching skills with generalization to similar untaught skills and maintained acquired skills at a high level for up to 5 weeks under both CAI and TII. Both CAI and TII were effective. However, CAI was more efficient than TII in regards to the prompts provided and the duration of instructional sessions. CAI also resulted in more student engagement in independent learning.
En ligne :	http://dx.doi.org/10.1007/s10803-019-03978-2
Permalink :	https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=426