视频自我建模在向自闭症谱系障碍儿童教学无插件编码技能的有效性
1Research Institute for Individuals with Disabilities, Anadolu University, 26470 Eskişehir, Türkiye.
Behavioral sciences (Basel, Switzerland)
|March 28, 2025
概括
视频自我建模有效地教导自插电编码技能,以儿童自闭症谱系障碍 (ASD). 技能被获得,推广和维护,与参与者和家长的积极反.
科学领域:
- 教育心理学教育心理学
- 发展心理学 发展心理学
- 特殊教育 特殊教育
背景情况:
- 患有自闭症谱系障碍 (ASD) 的儿童在发展数字素养技能方面经常面临挑战.
- 无插件编码活动为计算思维提供了一个基本的方法,而不需要计算机.
- 需要有效的教学策略来支持这一群体的技能获取.
研究的目的:
- 调查视频自建模 (VSM) 作为教学无插件编码技能的干预措施的有效性.
- 评估ASD儿童获得的技能的普遍化和维护.
- 从参与者和家长的角度评估VSM干预的社会有效性.
主要方法:
- 一个跨主体的多探针设计被用于四名被诊断患有自闭症谱系障碍 (ASD) 的儿童,年龄为10-12岁.
- 视频自我建模被用作主要干预方法来教授特定的无插件编码概念.
- 评估了技能获取,对新设置的概括以及在12周内进行的维护. 通过参与者和家长的反来衡量社会有效性.
主要成果:
- 所有参与者都通过视频自我建模成功获得了目标的无插件编码技能.
- 获得的技能表现出对新环境的概括性,并且在干预后长达12周内保持.
- 社会有效性数据表明,参与者及其家长对干预措施的看法是积极的.
结论:
- 视频自我建模是一种可行的和有效的策略,用于教导自闭症谱系障碍儿童无插件编码技能.
- 该干预措施对促进技能普遍化和长期维护,这对教育成功至关重要,显示出希望.
- 结果支持将VSM纳入ASD儿童的教育实践,这对未来技术增强学习研究产生影响.
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