Effects of TWA-Supported Digitally on Comprehension of Students With Autism Spectrum Disorder, Level 1

2018 ◽  
Vol 34 (3) ◽  
pp. 162-175
Author(s):  
Sarah K. Howorth ◽  
Sharon Raimondi
Keyword(s):  
Autism Spectrum Disorder ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Single Subject ◽  
Single Subject Research ◽  
Digital Format ◽  
Students With Autism ◽  
Level 1 ◽  
Main Ideas ◽  
Multiple Probe

Presenting text in digital format with annotation supports may relieve some of the cognitive load that hinders inferential comprehension for students with comprehension deficits. Science texts are particularly difficult, as the content may not be within the knowledge repertoire of a reader. The purpose of this study was to investigate the effects of using a reading strategy, Thinking before, While and After (TWA) -digitally supported (TWA-SD), on the comprehension of science text by students with autism spectrum disorder (ASD, Level 1) participants. A concurrent multiple probe single subject research design was used to individually deliver intervention. Results indicated the intervention was effective in increasing participants’ accuracy and quality of oral retellings of main ideas and details as well as their performance on general comprehension questions. Implications regarding the use of digitally supported strategies to increase access to the curriculum for students with ASD, Level 1 are discussed.

scholarly journals The Effectiveness of the Semantic Concept Map Method in Concept Teaching to Students with Autism Spectrum Disorders

2021 ◽  
Vol 10 (4) ◽  
pp. 170
Author(s):  
Fatih KOÇAK ◽  
Hakan SARI
Keyword(s):  
Autism Spectrum Disorder ◽  
Concept Map ◽  
Graphical Analysis ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Single Subject ◽  
Semantic Concept ◽  
Single Subject Research ◽  
Students With Autism ◽  
Multiple Probe

This study aimed to examine the effectiveness of the semantic concept map method in teaching the family concepts of life studies lessons to students with Autism Spectrum Disorder. A multiple probe model with probe phase between subjects, one of the single-subject research methods, was used. The subjects of the study are 10-year-old three boys diagnosed with ASD. Inter-observer reliability and implementation reliability data were also collected in the study. Graphical analysis of the obtained data was made. As a result of the research, it was revealed that the semantic concept map method was effective in teaching the concepts within the theme of our family to students with Autism Spectrum Disorder.

The effectiveness of video modelling for teaching daily life skills to children with autism spectrum disorder

2020 ◽  
Vol 12 (1) ◽  
pp. 42-54
Author(s):  
Deniz Ozcan ◽  
Fatma Merdan
Keyword(s):  
Autism Spectrum Disorder ◽  
Life Skills ◽  
Daily Life ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Single Subject ◽  
Single Subject Research ◽  
Skill Analysis ◽  
Multiple Probe

The purpose of this study is to examine effectiveness of video modelling for teaching daily life skills to children with autism spectrum disorder (ASD). Multiple probe across subjects design from single subject research model has used as a research method. It has found that video modelling is effective on teaching common life skills to individuals with ASD. It has also demonstrated that these skills become permanent in subjects’ lives and they could generalise these skills at other times with various equipment and in different contexts. Data are collected according to achieve each skill step in cooking fried eggs with garlic sausage and cooking pasta skill analysis. In future researches, teaching different daily life skills by using video modelling could be tested. Keywords: Autism, cooking fried eggs, cooking pasta, daily life skills, video modelling.

scholarly journals Analysis of ASD Classrooms: Specialised Open Classrooms in the Community of Madrid

2020 ◽  
Vol 12 (18) ◽  
pp. 7342 ◽  
Author(s):  
Esther Vela Llauradó ◽  
Laura Martín Martínez ◽  
Inés Martín Cruz
Keyword(s):  
Autism Spectrum Disorder ◽  
Physical Environment ◽  
Educational Practice ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Mainstream Classrooms ◽  
Digital Format ◽  
Students With Autism ◽  
Teaching Learning ◽  
The Relationship

Autism spectrum disorder (ASD) classrooms are specialised spaces within mainstream schools that respond to the educational needs of students with autism spectrum disorder. This research aims to analyse ASD classrooms in the Community of Madrid, their features and internal functioning. The research follows a non-experimental, descriptive and comparative methodology, making a comparison between different classrooms and analysing their impact on the teaching-learning process of students with ASD. The variables refer to the physical environment, the characteristics of the children, training of professionals and collaboration with other organisations. The data was gathered using a questionnaire in digital format, collecting responses from 35 schools, using quantitative techniques to relate variables. The results show that most classrooms have a structured organisation that meet the needs of the students, who are generally diagnosed with moderate severity. Furthermore, the relationship between the teachers of ASD classrooms and the mainstream classrooms promotes inclusive educational practice. Finally, it was found that ASD classrooms offer many benefits, due to the personalised attention they provide and the specialised training of teachers.

Sign in / Sign up

Export Citation Format

Share Document