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Journal of Autism and Developmental Disorders

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20-06-2018 | Original Paper

Small-Group Technology-Assisted Instruction: Virtual Teacher and Robot Peer for Individuals with Autism Spectrum Disorder

Auteurs: Mohammad Nasser Saadatzi, Robert C. Pennington, Karla C. Welch, James H. Graham

Gepubliceerd in: Journal of Autism and Developmental Disorders | Uitgave 11/2018

Abstract

The authors combined virtual reality technology and social robotics to develop a tutoring system that resembled a small-group arrangement. This tutoring system featured a virtual teacher instructing sight words, and included a humanoid robot emulating a peer. The authors used a multiple-probe design across word sets to evaluate the effects of the instructional package on the explicit acquisition and vicarious learning of sight words instructed to three children with autism spectrum disorder (ASD) and the robot peer. Results indicated that participants acquired, maintained, and generalized 100% of the words explicitly instructed to them, made fewer errors while learning the words common between them and the robot peer, and vicariously learned 94% of the words solely instructed to the robot.

vorige artikel A Retrospective Chart Review of Children with ASD’s Individual Education Plans Compared to Subsequent Independent Psychological Evaluations

volgende artikel Treatment for Higher-Order Restricted Repetitive Behaviors (H-RRB) in Children with Autism Spectrum Disorder

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Titel: Small-Group Technology-Assisted Instruction: Virtual Teacher and Robot Peer for Individuals with Autism Spectrum Disorder
Auteurs: Mohammad Nasser Saadatzi
Robert C. Pennington
Karla C. Welch
James H. Graham
Publicatiedatum: 20-06-2018
Uitgeverij: Springer US
Gepubliceerd in: Journal of Autism and Developmental Disorders / Uitgave 11/2018
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432
DOI: https://doi.org/10.1007/s10803-018-3654-2

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