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Comparing Computer-Assisted and Teacher-Implemented Visual Matching Instruction for Children with ASD and/or Other DD

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Abstract

This paper compared the effectiveness and efficiency of using computer-assisted instruction (CAI) and teacher-implemented instruction (TII) to teach visual matching skills to students with autism spectrum disorder and/or other developmental disabilities. Four school-aged students participated in this study with an alternating treatment design. The CAI incorporated discrete trial instruction with the gesture-tracking application, while the TII involved traditional one-to-one instruction using flashcards. The results indicated that all students acquired the target matching skills with generalization to similar untaught skills and maintained acquired skills at a high level for up to 5 weeks under both CAI and TII. Both CAI and TII were effective. However, CAI was more efficient than TII in regards to the prompts provided and the duration of instructional sessions. CAI also resulted in more student engagement in independent learning.

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Acknowledgments

This research was supported by 2019 Comprehensive Discipline Construction Fund of Faculty of Education, Beijing Normal University, and Natural Science Foundation of China (Grant No. 61602043); and Beijing Education Science “Thirteen Five” Plan (Grant No. CAEA18082).

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Authors and Affiliations

  1. Department of Special Education, Education Research Center for Children with ASD, Faculty of Education, Beijing Normal University, Rm 408, YingDong Building, Xin Jie Kou Wai Da Jie #19, Beijing, China

    Xiaoyi Hu

  2. Faculty of Education, Western University, 1137 Western Road, Room 1105, London, ON, N6G 1G7, Canada

    Gabrielle T. Lee

  3. Department of Computer Science and Engineering, Yuan Ze University, 135 Yuandong Road, Zhongli District, Taoyuan, Taiwan, ROC

    Yu-Ting Tsai

  4. School of Education Technology, Faculty of Education, Beijing Normal University, Rm 215, Yanbo Building, Xin Jie Kou Wai Da Jie #19, Beijing, China

    Yang Yang

  5. Joint Laboratory for Mobile Learning, Ministry of Education-China Mobile Communications, Corporation, Beijing, China

    Yang Yang

  6. School of Education Technology, Faculty of Education, Beijing Normal University, Mailbox #65, Xin Jie Kou Wai Da Jie #19, Beijing, China

    Su Cai

  7. Beijing Advanced Innovation Center for Future Education, Beijing Normal University, Beijing, China

    Su Cai

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  1. Xiaoyi Hu
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  2. Gabrielle T. Lee
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  3. Yu-Ting Tsai
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  4. Yang Yang
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  5. Su Cai
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Contributions

XH designed and coordinated the study, ananlyzed data analysis, and wrote the paper. GTL designed the study, analyzed data, and wrote the paper. YTT analyzed the data and wrote part of the introduction and results. YY and SC designed the application of the study and reviewed the paper critically. All authors read and approved the final manuscript.

Corresponding author

Correspondence to Su Cai.

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All authors declare that she/he has no conflict of interest.

Ethical Approval

All procedures performed in studies involving human participants were in accordance with the ethical standards of the institutional and/or national research committee and with the 1964 Helsinki declaration and its later amendments or comparable ethical standards.

Informed Consent

Informed consent was obtained from all teachers, school administrators included in the study. Informed consent was also obtained from the participants’ parents/legal tutors.

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Hu, X., Lee, G.T., Tsai, YT. et al. Comparing Computer-Assisted and Teacher-Implemented Visual Matching Instruction for Children with ASD and/or Other DD. J Autism Dev Disord 50, 2540–2555 (2020). https://doi.org/10.1007/s10803-019-03978-2

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