Literaturnachweis - Detailanzeige
Autor/inn/en | Hu, Xiaoyi; Han, Zhuo Rachel |
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Titel | Effects of Gesture-Based Match-to-Sample Instruction via Virtual Reality Technology for Chinese Students with Autism Spectrum Disorders |
Quelle | In: International Journal of Developmental Disabilities, 65 (2019) 5, S.327-336 (10 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 2047-3869 |
DOI | 10.1080/20473869.2019.1602350 |
Schlagwörter | Foreign Countries; Autism; Pervasive Developmental Disorders; Students with Disabilities; Inclusion; Instructional Effectiveness; Nonverbal Communication; Computer Simulation; Simulated Environment; Educational Technology; Technology Uses in Education; Skill Development; Grade 1; Elementary School Students; Males; China (Beijing) Ausland; Autismus; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Inklusion; Unterrichtserfolg; Non-verbal communication; Nonverbale Kommunikation; Computergrafik; Computersimulation; Künstliche Umwelt; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Kompetenzentwicklung; Qualifikationsentwicklung; School year 01; 1. Schuljahr; Schuljahr 01; Male; Männliches Geschlecht |
Abstract | Effective strategies to address academic performance are critical to students with disabilities in inclusive settings. The purpose of this study was to investigate the effectiveness of using gesture-based instruction via Leap Motion-aided virtual reality (VR) technology to teach matching skills to school-aged students with autism spectrum disorder (ASD) in China. Three participants with ASD from general education schools participated in this study. A multiple probe design across participants was used. The results indicated that all participants acquired the target match-to-sample skills and maintained the acquired skills at a high level for up to 12 weeks. Results of this study provide important implications to special education and general education teachers working with students with ASD. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |