BibTex RIS Kaynak Göster

USING ASSISTIVE TECHNOLOGY TO ENHANCE TEACHING FOR STUDENTS WITH AUTISM SPECTRUM DISORDERS

Yıl 2016, Cilt: 2 Sayı: 4, 112 - 121, 22.04.2016

Akram Radwan Zehra Cataltepe

https://doi.org/10.18768/ijaedu.15760

Öz

Most people with autism spectrum disorders (ASD) have some degree of a learning disability. Hence, students with ASD cannot learn in the same way as typically developing children do and they need special treatment to learn a concept.  The purpose of this paper is to use assistive technology to enhance teaching object recognition for students with ASD and then get a better understanding of how they learn and categorize the objects. For this purpose, a web and touch-based application was developed for teaching object recognition in images where objects were grouped according to five categories and four difficulty levels. Due to several features for tablet PC, the study suggests that the tablet is an effective educational tool to enhance teaching and learning for students with ASD. The software allows us to analyze the data gathered during the learning sessions and make useful decisions about the teaching process. Based on our findings, we offer suggestions that may help in future applications that can be developed for students with ASD.

Keywords: Autism Spectrum Disorders, Object Recognition, Concept Teaching, Assistive Technology

Anahtar Kelimeler

Autism Spectrum Disorders Object Recognition Concept Teaching Assistive Technology

Kaynakça

  • Alberto, P. A., & Troutman, A. C. (2012). Applied behavior analysis for teachers. Pearson Higher Ed.
  • Alpaydin, E. (2014). Introduction to machine learning. MIT press.
  • American Psychiatric Association. (2013). Diagnostic and Statistical Manual of Mental Disorders (DSM-5). American Psychiatric Pub.
  • Bruyer, R., & Brysbaert, M. (2011). Combining speed and accuracy in cognitive psychology: Is the inverse efficiency score (IES) a better dependent variable than the mean reaction time (RT) and the percentage of errors (PE)? Psychologica Belgica, 51(1), 5.
  • Cowan, N. (1997). Attention and memory. Oxford University Press.
  • Doenyas, C., Şimdi, E., Özcan, E. Ç., Çataltepe, Z., & Birkan, B. (2014). Autism and tablet computers in Turkey: Teaching picture sequencing skills via a web-based iPad application. International Journal of Child-Computer Interaction, 2(1), 60–71.
  • Eldevik, S., Ondire, I., Hughes, J. C., Grindle, C. F., Randell, T., & Remington, B. (2013). Effects of computer simulation training on in vivo discrete trial teaching. Journal of Autism and Developmental Disorders, 43(3), 569–578.
  • Fox, J., & Carvalho, M. S. (2012). The RcmdrPlugin. survival package: Extending the R Commander interface to survival analysis. Journal of Statistical Software, 49(7), 1–32.
  • Ganea, P. A., Canfield, C. F., Simons-Ghafari, K., & Chou, T. (2014). Do cavies talk? The effect of anthropomorphic picture books on children’s knowledge about animals. Frontiers in Psychology, 5. Retrieved from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3989584/
  • Gastgeb, H. Z., Dundas, E. M., Minshew, N. J., & Strauss, M. S. (2012). Category formation in autism: can individuals with autism form categories and prototypes of dot patterns? Journal of Autism and Developmental Disorders, 42(8), 1694–1704.
  • Gastgeb, H. Z., Strauss, M. S., & Minshew, N. J. (2006). Do individuals with autism process categories differently? The effect of typicality and development. Child Development, 77(6), 1717–1729.
  • Horner, R. H., Carr, E. G., Halle, J., McGee, G., Odom, S., & Wolery, M. (2005). The use of single-subject research to identify evidence-based practice in special education. Exceptional Children, 71(2), 165–179.
  • Jordan, R. (2013). Autism with severe learning difficulties. Souvenir Press.
  • Kagohara, D. M., Sigafoos, J., Achmadi, D., O’Reilly, M., & Lancioni, G. (2012). Teaching children with autism spectrum disorders to check the spelling of words. Research in Autism Spectrum Disorders, 6(1), 304–310.
  • Klinger, L. G., & Dawson, G. (1995). A fresh look at categorization abilities in persons with autism. In Learning and cognition in autism, 119–136.
  • O’Malley, P., Lewis, M. E. B., & Donehower, C. (2013). Using Tablet Computers as Instructional Tools to Increase Task Completion by Students with Autism. Online Submission, Paper Presented at the Annual Meeting of the American Educational Research Association (San Francisco, CA, Apr 27-May 1, 2013).
  • Ratcliff, R., & Rouder, J. N. (1998). Modeling response times for two-choice decisions. Psychological Science, 9(5), 347–356.
  • Smith, B. R., Spooner, F., & Wood, C. L. (2013). Using embedded computer-assisted explicit instruction to teach science to students with autism spectrum disorder. Research in Autism Spectrum Disorders, 7(3), 433–443.
  • Smith, V., & Sung, A. (2014). Computer Interventions for ASD. In Comprehensive guide to Autism (pp. 2173–2189). Springer. Retrieved from http://link.springer.com/10.1007/978-1-4614-4788-7_134

Yıl 2016, Cilt: 2 Sayı: 4, 112 - 121, 22.04.2016

Akram Radwan Zehra Cataltepe

https://doi.org/10.18768/ijaedu.15760

Öz

Kaynakça

  • Alberto, P. A., & Troutman, A. C. (2012). Applied behavior analysis for teachers. Pearson Higher Ed.
  • Alpaydin, E. (2014). Introduction to machine learning. MIT press.
  • American Psychiatric Association. (2013). Diagnostic and Statistical Manual of Mental Disorders (DSM-5). American Psychiatric Pub.
  • Bruyer, R., & Brysbaert, M. (2011). Combining speed and accuracy in cognitive psychology: Is the inverse efficiency score (IES) a better dependent variable than the mean reaction time (RT) and the percentage of errors (PE)? Psychologica Belgica, 51(1), 5.
  • Cowan, N. (1997). Attention and memory. Oxford University Press.
  • Doenyas, C., Şimdi, E., Özcan, E. Ç., Çataltepe, Z., & Birkan, B. (2014). Autism and tablet computers in Turkey: Teaching picture sequencing skills via a web-based iPad application. International Journal of Child-Computer Interaction, 2(1), 60–71.
  • Eldevik, S., Ondire, I., Hughes, J. C., Grindle, C. F., Randell, T., & Remington, B. (2013). Effects of computer simulation training on in vivo discrete trial teaching. Journal of Autism and Developmental Disorders, 43(3), 569–578.
  • Fox, J., & Carvalho, M. S. (2012). The RcmdrPlugin. survival package: Extending the R Commander interface to survival analysis. Journal of Statistical Software, 49(7), 1–32.
  • Ganea, P. A., Canfield, C. F., Simons-Ghafari, K., & Chou, T. (2014). Do cavies talk? The effect of anthropomorphic picture books on children’s knowledge about animals. Frontiers in Psychology, 5. Retrieved from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3989584/
  • Gastgeb, H. Z., Dundas, E. M., Minshew, N. J., & Strauss, M. S. (2012). Category formation in autism: can individuals with autism form categories and prototypes of dot patterns? Journal of Autism and Developmental Disorders, 42(8), 1694–1704.
  • Gastgeb, H. Z., Strauss, M. S., & Minshew, N. J. (2006). Do individuals with autism process categories differently? The effect of typicality and development. Child Development, 77(6), 1717–1729.
  • Horner, R. H., Carr, E. G., Halle, J., McGee, G., Odom, S., & Wolery, M. (2005). The use of single-subject research to identify evidence-based practice in special education. Exceptional Children, 71(2), 165–179.
  • Jordan, R. (2013). Autism with severe learning difficulties. Souvenir Press.
  • Kagohara, D. M., Sigafoos, J., Achmadi, D., O’Reilly, M., & Lancioni, G. (2012). Teaching children with autism spectrum disorders to check the spelling of words. Research in Autism Spectrum Disorders, 6(1), 304–310.
  • Klinger, L. G., & Dawson, G. (1995). A fresh look at categorization abilities in persons with autism. In Learning and cognition in autism, 119–136.
  • O’Malley, P., Lewis, M. E. B., & Donehower, C. (2013). Using Tablet Computers as Instructional Tools to Increase Task Completion by Students with Autism. Online Submission, Paper Presented at the Annual Meeting of the American Educational Research Association (San Francisco, CA, Apr 27-May 1, 2013).
  • Ratcliff, R., & Rouder, J. N. (1998). Modeling response times for two-choice decisions. Psychological Science, 9(5), 347–356.
  • Smith, B. R., Spooner, F., & Wood, C. L. (2013). Using embedded computer-assisted explicit instruction to teach science to students with autism spectrum disorder. Research in Autism Spectrum Disorders, 7(3), 433–443.
  • Smith, V., & Sung, A. (2014). Computer Interventions for ASD. In Comprehensive guide to Autism (pp. 2173–2189). Springer. Retrieved from http://link.springer.com/10.1007/978-1-4614-4788-7_134
Toplam 19 adet kaynakça vardır.

Ayrıntılar

Bölüm Makaleler
Yazarlar

Akram Radwan

Zehra Cataltepe

Yayımlanma Tarihi 22 Nisan 2016
Gönderilme Tarihi 20 Nisan 2016
Yayımlandığı Sayı Yıl 2016Cilt: 2 Sayı: 4

Kaynak Göster

EndNote Radwan A, Cataltepe Z (01 Nisan 2016) USING ASSISTIVE TECHNOLOGY TO ENHANCE TEACHING FOR STUDENTS WITH AUTISM SPECTRUM DISORDERS. IJAEDU- International E-Journal of Advances in Education 2 4 112–121.

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