Effects of Gesture-Based Match-to-Sample Instruction via Virtual Reality Technology for Chinese Students with Autism Spectrum Disorders

Autor/inn/en	Hu, Xiaoyi; Han, Zhuo Rachel
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 Verfügbarkeit
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) + Suchen Sie Ihr Suchwort? 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