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.
Faculty of Education, Western University, 1137 Western Road, Room 1105, London, ON, N6G 1G7, Canada.
J Autism Dev Disord. 2020 Jul;50(7):2540-2555. doi: 10.1007/s10803-019-03978-2.
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.
本论文比较了使用计算机辅助教学（CAI）和教师实施教学（TII）来教授自闭症谱系障碍和/或其他发育障碍学生视觉匹配技能的效果和效率。有四名学龄学生参与了这项研究，采用交替治疗设计。CAI 结合了离散试验教学和手势跟踪应用程序，而 TII 则涉及使用抽认卡的传统一对一教学。结果表明，所有学生都在 CAI 和 TII 下获得了目标匹配技能，并在没有教授的相似技能上进行了泛化，在 5 周内保持了高技能水平。CAI 和 TII 都有效。然而，就提供的提示和教学时间而言，CAI 比 TII 更有效。CAI 还导致学生更积极地参与自主学习。
