Effectiveness of Tablet Computer Use in Achievement of Schedule-Following Skills by Children with Autism Using Graduated Guidance

Eliçin, Özge; Tunalı, Volkan

doi:10.15390/eb.2016.5358

Cited by 6 publications

(3 citation statements)

References 28 publications

(17 reference statements)

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“…Another application developed for the use of children with SEND's education revealed that children's interest and attitude towards the session increased Soykan, Özdamlı, & Özcan, 2017). Eliçin and Tunalı (2016) also confirmed that children with ASD were motivated when a touchscreen device was used in their education setting.…”

Section: Mobile Education Technologies In Turkeymentioning

confidence: 69%

Exploring the Use of Touchscreen Devices for Children With Special Educational Needs and Disabilities: Digital vs Traditional

Durgungoz

2021

EJSE

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This research explores the use of touchscreen devices with children with special educational needs and disabilities (SEND) regarding their engagement with schoolwork. The participant children’s attention, interaction and success with tablet computers and traditional materials were evaluated to fulfil the research aims. The study was conducted in a special needs education institution in Turkey. Video recording and observation were used to collect data. Seven students with different special needs participated in this study. Four sessions were held with each child; two sessions were held with traditional materials, and the other two sessions were held with the touchscreen device. Paired Sample T-Test was used to assess children’s attention and interaction time within two different conditions. Wilcoxon Test was used to analyse the success of children. The results show that the participants’ attention time was longer with the touchscreen device. Children’s interaction time and their success with the device were related to the mobile application. Observation data indicated that not all aspects of the applications were suitable for the students, which negatively affected their learning experience. This study concludes that although an increase of interest in introducing a new tool might have a primary role in the participants’ engagement, digital mobile devices could become indispensable for children with SEND. Therefore, more efforts should be canalised into developing mobile software that is carefully tailored for specific disabilities and individual needs. Article visualizations:<img src="/-counters-/edu_01/0729/a.php" alt="Hit counter" />

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Section: Mobile Education Technologies In Turkeymentioning

confidence: 69%

Exploring the Use of Touchscreen Devices for Children With Special Educational Needs and Disabilities: Digital vs Traditional

Durgungoz

2021

EJSE

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“…In any event, computer‐assisted teaching may actually serve as an efficient tool for ASD children to learn specific skills. A variety of techniques have been developed to assist these children develop skills in a wide range of domains such as academic abilities (e.g., Eliçin & Tunalı, 2016—educational computer program and Tablet), language skills (e.g., Kagohara, Sigafoos, Achmadi, O'Reilly, & Lancioni, 2012—video modeling via an iPad), emotion recognition (e.g., Lee, Chen, & Lin, 2016—dynamic video), behavioural functioning (e.g., Vahabzadeh et al, 2018—multimedia program on computerized smartglasses) and social communication (e.g., Sze Ngar & Horace Ho, 2018—virtual reality). The results indicated the effectiveness of using technology and video modeling with ASD children.…”

Section: Relevant Workmentioning

confidence: 99%

Computer‐mediated intervention to foster prosocial ability among children with autism

Eden

Oren

2020

Computer Assisted Learning

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The study refers to the social aspect of Autism Spectrum Disorder (ASD) and focuses on pro-social behaviour that has a positive effect on social adaptability. The first goal of the study was to determine whether there is a gap in prosocial-behaviour between children with High-Functioning ASD (HFASD) and children with typical-development; and secondly, to foster prosocial-behaviour with a computer-mediated intervention versus a non-computer-mediated intervention. The study comprises 58 preschool children, divided into three groups: HFASD experiencing a computer-mediated intervention, HFASD experiencing a non-computer-mediated intervention, and typicallydeveloping children with no intervention. The 2-month intervention was based on the Cognitive Behavioural Therapy model, and pairs of children learned how to solve social-problems. Following preliminary screening tests (PPVT; SCQ), observations designed to evaluate prosocial-ability and Vineland questionnaires measuring prosocial-behaviour were conducted pre-and post-intervention. Pre-intervention findings indicated that children with typical-development exhibited higher prosocialbehaviour than children with HFASD. This changed however, post-intervention, as the gap between the two groups decreased. Additionally, the study found that the computer-mediated intervention group improved in some prosocial measures compared to the non-computer-mediated intervention.

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“…Toplama işleminin kavramsal olarak öğrenilebilmesi için onluk oluşturup-ayırma (Pesen, 2008, s. 135), sayı korunumunu kavrama (Olkun ve Toluk Uçar, 2012, s. 68) ve sayılar ile nesneler arasında birebir eşleme yapma (Soylu, 2006, s. 127) Son yıllarda teknolojinin eğitime entegrasyonuyla ilgili birçok araştırma yapılmıştır (Akyüz, 2014;Blackwell, Lauricella ve Wartella, 2016). Yapılan araştırmalar genel olarak K-12 eğitimine yönelik olup, özel eğitim ihtiyacı olan bireylere yönelik yapılan çalışmalar ise sınırlı sayıdadır (Fuchs vd., 2006;Tournaki, 2003;Eliçin ve Tunalı, 2016). Fakat özel eğitim gereksinimi olan öğrencilerin öğrenme-öğretme sürecinde eğitim teknolojilerinin kullanımı; fırsat eşitliği (Pierangelo ve Giuliani, 2004, s. 155), sosyal (Howard vd., 2011, s. 479), duygusal (Chen, Lee ve Lin, 2016) ve eğitimsel (Peltenburg vd., 2009) gelişim sağlamada etkili olduğundan; teknolojinin zihinsel yetersizliği olan öğrencilerin öğrenme-öğretme faaliyetlerine entegrasyon sürecini inceleyen araştırmaların yapılması önemlidir.…”

Section: Introductionunclassified

Additional Operation Learning Process to the Mild Intellectual Disabilities Students by means of Virtual Manipulatives: A Multiple Case Study

Öztürk

Akkan

Büyüksevindik

et al. 2016

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Effectiveness of Tablet Computer Use in Achievement of Schedule-Following Skills by Children with Autism Using Graduated Guidance

Cited by 6 publications

References 28 publications

Exploring the Use of Touchscreen Devices for Children With Special Educational Needs and Disabilities: Digital vs Traditional

Exploring the Use of Touchscreen Devices for Children With Special Educational Needs and Disabilities: Digital vs Traditional

Computer‐mediated intervention to foster prosocial ability among children with autism

Additional Operation Learning Process to the Mild Intellectual Disabilities Students by means of Virtual Manipulatives: A Multiple Case Study

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