关于教导自闭症青少年使用应用程序解决问题的初步调查
Sarah E Frampton1, Judah B Axe2
1Department of Psychology, University of Nebraska Omaha, 6001 Dodge St, Omaha, NE 68182 USA.
The Analysis of verbal behavior
|July 25, 2025
概括
这项研究探讨了使用移动应用程序来帮助患有自闭症谱系障碍 (ASD) 的青少年解决问题. 结果表明,通过有针对性的培训,自闭症患者可以学习使用应用程序解决问题,展示对新问题和工具的概括.
科学领域:
- 教育技术的教育技术
- 应用行为分析应用行为分析.
- 自闭症谱系障碍研究研究
背景情况:
- 对于自闭症谱系障碍 (ASD) 患者的基于网络的应用程序存在有限的研究.
- 研究技术作为一种先行反应,以提高自闭症学习者解决问题的技能至关重要.
研究的目的:
- 评估使用移动应用程序作为ASD青少年问题解决工具的有效性.
- 评估学习的基于应用程序的解决问题的技能在不同问题和环境中的概括性.
主要方法:
- 采用跨行为多重基线设计,训练两名ASD青少年使用地图,天气和时钟应用程序.
- 培训涉及逐步引入的步骤,以确定应用程序使用的基本组件.
- 用新的问题,不同的应用程序和不同的响应方式来评估概括性.
主要成果:
- 一名参与者 (Gavin) 在新问题,应用程序和语音响应中表现出快速进展和概括.
- 另一位参与者 (Phoebe) 需要更密集的培训,但最终将技能泛化为新问题.
- 该研究强调了基于应用程序的干预措施在发展解决问题的能力方面的潜力.
结论:
- 基于Web的应用程序可以有效地用于教自闭症谱系障碍的青少年解决问题的技能.
- 这些发现支持扩大基于技术的干预措施,以提高ASD患者的实际技能.
- 斯金纳的分析为理解这些技术媒介解决问题的行为获得提供了一个框架.
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