1. "Similarly, computer-based interventions also yielded positive results in improving vocabulary in children with ASD. The studies highlighted the importance of factors such as the child’s basic knowledge of computers and the motivation to work with the device. "
2. "In summary, while technology, including tablets and computers, appears to be promising in improving vocabulary skills in some children with ASD, individualized assessments, consideration of previous experiences, and attention to the context of use are crucial."
They found the following to be true with
1. Students would attend more to a computer that presented words compared to a teacher.
2. Students would remember more of the nouns taught by the computer.
3. Students were more motivated to use the computer.
"Children were attentive 97% of the time in the computer condition and only 62% of the time in the teacher condition; they learned 74% of the targeted nouns in the computer condition and only 41% of the nouns in the teacher condition; and 57% of the children in the computer condition wanted to continue treatment compared to none of the children in the teacher condition."
1. "We provided the first analysis of how continuous (i.e., trial by trial) and discontinuous (i.e. first trial only) measurement systems might influence the behavioral treatment of children with autism spectrum disorders."
2. "In general, the findings indicate that when performance was discontinously measures, skills were usually acquired in fewer sessions (less time) than when performance was continuously measured."
Checkbox Software Note: This study was done with manual data collection. So automatic data collection and digital instruction deserves a study of its own.
A Comparison of Methods for Collecting Data on Performance During Discrete Trial Teaching (2011)
Review of studies on the differences between taking only first-trial correct or all trial data.
1. "Like Cummings and Carr, we recommend the use of continuous recording if ease and efficiency of data collection are not a top concern. Continuous measurement is associated with a number of advantages compared to discontinuous measurement."
2. "On the other hand, continuous recording has a number of disadvantages. Relative to discontinuous recording, it may result in lengthier sessions, delays to reinforcement (if the therapist records data prior to delivering the reinforcer), and poorer data reliability. "
Mastery Criteria and Maintenance: a Descriptive Analysis of Applied Research Procedures (2019)
1. "The most commonly used percentage for determining mastery across research studies was a 90% correct criterion (32%, n = 27). This criterion is higher than the 80% criterion most commonly reported by practitioners (Richling et al., in press)"
2. "The mostcommonly used criterion for articles reporting session-based mastery in research studies was requiring two sessions (60%, n = 50) at a specified percentage."
1. "the learning environment should provide structured and facilitated teaching"
2. "the learning environment should be error free. This is because an error would disrupt the learning process and it would require a tremendous effort on the individual with ASD to overcome the error and continue the learning process."
3. "This study advocates an accessible and minimalist design, including no background and distractors"
4. "the stimuli must be provided in a clear and concrete manner"
5. "the stimuli must be made consistent across different learning modules in color, shape, size"
Evidence-Based Practices for Children, Youth, and Young Adults with Autism
The National Clearinghouse on Autism Evidence & Practice provides a comprehensive listing of evidence-based practices which includes Technology-Aided Instruction and Intervention (TAII)
TAII is effective for teaching students aged 1 to 22 in many domains including Communication, Social, Joint Attention, Play, Cognitive, School readiness, Academic, Self-help, Challenging/Interferring behavior, Motor.
Computer-assisted vocabulary instruction for students with disabilities: Evidence from an effect size analysis of single-subject experimental design studies (2018) by A Cabanillas-Tello, M Cabanillas-Carbonell states that "Evidence from CAI vocabulary studies commonly shows that the presentation of text with auditory and visual supports led to improved outcomes for students with disabilities.""
Use of Technology in Interventions for Children with Autism (2004)
"These comparative studies indicate that computer based instruction typically results in benefits such as increased motivation, decreased inappropriate behavior, and increased attention and sometimes results in increased learning compared to traditional methods."
User Interface for People with Autism Spectrum Disorders (2014)
1. Design for simplicity and few elements on screen.
2. Use simple graphics.
3. Do not use pop-up elements and distractions.
4. Pages should load fast.
Stakeholder Perspectives to Support Graphical User Interface Design for Children with Autism Spectrum Disorder: A Qualitative Study (2021)
1. "From the participants’ perspective, using a combination of visual and written information may be one of the most effective ways to teach this population"
2. "The interface should prevent children’s distractions and help them focus on the main elements of the screen, which is why it is essential to reduce visual complexity."
1. Customizability
2. Single objective
3. Reward
4. Repeatability and predictability
1. Quality of app engagement
2. Functionality
3. Aesthetics
4. Information quality
A study that reports that taking first trial correct data results in similar results to taking 80% of 10 trials.
The Benefits of Skinner's Analysis of Verbal Behavior for Children with Autism
Dr. Mark Sundberg provides a review of B.F. Skinner's Verbal Behavior to the teaching of children with autism.
Verbal Behavior Analysis: A Program of Research in the Induction and Expansion of Complex Verbal Behavior by Greer & Ross . See page 146 for a description of the verbal behavior levels of students.