Self-Management

Self-management articles use AT to support students with disabilities in independent task completion and independent living skills.

Exploring the social competence of students with autism spectrum conditions in a collaborative virtual learning environment- The pilot study

Sep 16, 2013, 13:03 PM
Cheng, Y. & Ye, J. (2010). Exploring the social competence of students with autism spectrum conditions in a collaborative virtual learning environment- The pilot study. Computers & Education 54, 1068-1077.

Characteristics

  • Grade/Age Level: Ages 7-8
  • Specific Difficulty Addressed: Children with Autism Spectrum Conditions (ASC)
  • Type of AT Used: Collaborative Virtual Learning Environment (CVLE)

Setting

  • This study was conducted in a virtual environment accessed from schools.

Method

  • CVLE was a 3D program developed specifically for this research, with an outdoor and a classroom setting, containing animation, text-communication and buttons to control the avatar’s expression and speech.
  • Participants were 3 students (1 female, 2 male) with ASC and IQ scores >70.
  • Measures used were social situation pictures (SSP), behaviors checklist (BC), and occurrence of behavior was tabulated throughout sessions.
  • The intervention was implemented 7 days per week, for 30-40 minutes throughout baseline (2-9 days), intervention (18 days) and maintenance (on the 10th day post intervention) phases.
  • The intervention program was scripted with a problem-based situation in which students responded with their avatar, appropriate responses were rewarded and inappropriate responses were corrected. Following the program, students received a short break before completing 3 of the 12 SSP questions.

Results

  • Ruby’s baseline scores averaged 45.3% appropriate responses, during intervention her scores increased to an average of 76% (high of 82%) and an average maintenance phase score of 82.5%.
  • George’s baseline scores averaged 69.3% appropriate responses, during intervention the average was 83.4% (high of 90%) and an average maintenance phase score of 85%.
  • Eric’s baseline scores averaged 56% appropriate responses, 74.6% during intervention (high of 86%), and 81.5% during the maintenance phase.
  • Parental responses to the intervention were positive, reporting the program was helpful and their children enjoyed using the avatars.
Categories:
  • Life Skills
Tags:

Transition Planning

Computer Assisted Instruction

Exploring the social competence of students with autism spectrum conditions in a collaborative virtual learning environment- The pilot study

Sep 16, 2013, 13:03 PM
Cheng, Y. & Ye, J. (2010). Exploring the social competence of students with autism spectrum conditions in a collaborative virtual learning environment- The pilot study. Computers & Education 54, 1068-1077.

Characteristics

  • Grade/Age Level: Ages 7-8
  • Specific Difficulty Addressed: Children with Autism Spectrum Conditions (ASC)
  • Type of AT Used: Collaborative Virtual Learning Environment (CVLE)

Setting

  • This study was conducted in a virtual environment accessed from schools.

Method

  • CVLE was a 3D program developed specifically for this research, with an outdoor and a classroom setting, containing animation, text-communication and buttons to control the avatar’s expression and speech.
  • Participants were 3 students (1 female, 2 male) with ASC and IQ scores >70.
  • Measures used were social situation pictures (SSP), behaviors checklist (BC), and occurrence of behavior was tabulated throughout sessions.
  • The intervention was implemented 7 days per week, for 30-40 minutes throughout baseline (2-9 days), intervention (18 days) and maintenance (on the 10th day post intervention) phases.
  • The intervention program was scripted with a problem-based situation in which students responded with their avatar, appropriate responses were rewarded and inappropriate responses were corrected. Following the program, students received a short break before completing 3 of the 12 SSP questions.

Results

  • Ruby’s baseline scores averaged 45.3% appropriate responses, during intervention her scores increased to an average of 76% (high of 82%) and an average maintenance phase score of 82.5%.
  • George’s baseline scores averaged 69.3% appropriate responses, during intervention the average was 83.4% (high of 90%) and an average maintenance phase score of 85%.
  • Eric’s baseline scores averaged 56% appropriate responses, 74.6% during intervention (high of 86%), and 81.5% during the maintenance phase.
  • Parental responses to the intervention were positive, reporting the program was helpful and their children enjoyed using the avatars.
Categories:
  • Life Skills
Tags:

Life Skills

Computer Assisted Instruction

Exploring the social competence of students with autism spectrum conditions in a collaborative virtual learning environment- The pilot study

Sep 16, 2013, 13:03 PM
Cheng, Y. & Ye, J. (2010). Exploring the social competence of students with autism spectrum conditions in a collaborative virtual learning environment- The pilot study. Computers & Education 54, 1068-1077.

Characteristics

  • Grade/Age Level: Ages 7-8
  • Specific Difficulty Addressed: Children with Autism Spectrum Conditions (ASC)
  • Type of AT Used: Collaborative Virtual Learning Environment (CVLE)

Setting

  • This study was conducted in a virtual environment accessed from schools.

Method

  • CVLE was a 3D program developed specifically for this research, with an outdoor and a classroom setting, containing animation, text-communication and buttons to control the avatar’s expression and speech.
  • Participants were 3 students (1 female, 2 male) with ASC and IQ scores >70.
  • Measures used were social situation pictures (SSP), behaviors checklist (BC), and occurrence of behavior was tabulated throughout sessions.
  • The intervention was implemented 7 days per week, for 30-40 minutes throughout baseline (2-9 days), intervention (18 days) and maintenance (on the 10th day post intervention) phases.
  • The intervention program was scripted with a problem-based situation in which students responded with their avatar, appropriate responses were rewarded and inappropriate responses were corrected. Following the program, students received a short break before completing 3 of the 12 SSP questions.

Results

  • Ruby’s baseline scores averaged 45.3% appropriate responses, during intervention her scores increased to an average of 76% (high of 82%) and an average maintenance phase score of 82.5%.
  • George’s baseline scores averaged 69.3% appropriate responses, during intervention the average was 83.4% (high of 90%) and an average maintenance phase score of 85%.
  • Eric’s baseline scores averaged 56% appropriate responses, 74.6% during intervention (high of 86%), and 81.5% during the maintenance phase.
  • Parental responses to the intervention were positive, reporting the program was helpful and their children enjoyed using the avatars.
Categories:
  • Life Skills
Tags: