Abstract
In the current study, we examined the effects of an instructional package comprised of an autonomous pedagogical agent, automatic speech recognition, and constant time delay during the instruction of reading sight words aloud to young adults with autism spectrum disorder. We used a concurrent multiple baseline across participants design to evaluate the efficacy of intervention and conducted post-treatment probes to assess maintenance and generalization. Our findings suggest that all three participants acquired and maintained new sight words and demonstrated generalized responding.
| Original language | English |
|---|---|
| Pages (from-to) | 173-183 |
| Number of pages | 11 |
| Journal | Journal of Special Education Technology |
| Volume | 32 |
| Issue number | 3 |
| DOIs | |
| State | Published - Sep 1 2017 |
Bibliographical note
Publisher Copyright:© The Author(s) 2017.
Funding
The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This work was supported in part by the National Science Foundation under grant BRIGE-1228027.
| Funders | Funder number |
|---|---|
| National Science Foundation Arctic Social Science Program | BRIGE-1228027 |
Keywords
- applied behavior analysis
- autism
- CAI
- content/curriculum area
- exceptionality
- instructional/policy perspectives
- methodologies
- pedagogical agents
- reading
- technology perspectives
- technology perspectives
- virtual reality
ASJC Scopus subject areas
- Education
- Computer Science Applications