TSENG, YU CHI
National Taipei University of Education Graduate School of Curriculum and Instructional Communication Technology Student
Email：five_tomato@hotmail.com
LIU, YUAN CHEN
National Taipei University of Education Graduate School of Curriculum and Instructional Communication Technology Professor
Email：liu@tea.ntue.edu.tw
Abstract
This study adopted a social learning theory perspective to explore the effects of observational learning and modeling on acquisition of daily living skills in students with autism spectrum disorder (ASD) during daily living interventions. Literature has shown that children with ASD have difficulties in social interactions because they have had significant deficits in imitation skills and eye contacts since childhood. However, with the increase of life management skills, their independence and life quality will improve.
Taking advantage of the superior visual ability in autistic children and using an alternating treatment design, this study attempted to investigate and compare the effectiveness of three modeling teaching strategies, including modeling(M), video modeling (VM), and augmented reality with video modeling (ARVM), when applied to a daily living intervention involving making of jam sandwiches for two students with ASD. Modeling is a strategy where the teacher demonstrates how to perform a task, step by step, with oral explanations to the student. The teacher does not proceed to the next step until the student accomplishes the current one. VM is a strategy where the teacher uses a Tablet PC to demonstrate how to perform a task, and the student is given time to practice the task after observing each step of the task. ARVM integrates VM and supports laying scanned images over a different object. Presented as dynamic background-less images, the scanned images can be stacked on the object and integrated into real scenes. The teacher can use Tablet PC’s scanning capability to show the steps of operating the object and also adjust the image display size to facilitate imitation by the student. In each experiment, only one strategy was adopted, and three symbolic images were used. Before the experiment, the students were allowed to choose the modeling strategy for the intervention. It is hoped that the results of this study can be a reference for teachers when providing daily living skills interventions.
Keywords :Autism spectrum disorder, Daily living skills, Modeling, Video modeling, Augmented reality with video modeling