Using Computer-Assisted Instruction to Decrease Transition Times for Students With Autism Spectrum Disorder / Kristina A. BEWLEY in Focus on Autism and Other Developmental Disabilities, 38-1 (March 2023)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 38-1 (March 2023) . - p.45-55 Titre : Using Computer-Assisted Instruction to Decrease Transition Times for Students With Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Kristina A. BEWLEY, Auteur ; Kimberly CROSLAND, Auteur ; Asha FULLER, Auteur Article en page(s) : p.45-55 Langues : Anglais (eng) Mots-clés : transition times,computer-assisted instruction,autism spectrum disorder,classroom intervention Index. décimale : PER Périodiques Résumé : 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. En ligne : https://doi.org/10.1177/10883576221133501 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=500 [article] Using Computer-Assisted Instruction to Decrease Transition Times for Students With Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Kristina A. BEWLEY, Auteur ; Kimberly CROSLAND, Auteur ; Asha FULLER, Auteur . - p.45-55. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 38-1 (March 2023) . - p.45-55 Mots-clés : transition times,computer-assisted instruction,autism spectrum disorder,classroom intervention Index. décimale : PER Périodiques Résumé : 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. En ligne : https://doi.org/10.1177/10883576221133501 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=500

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