ERIC Number: EJ1126817
Record Type: Journal
Publication Date: 2017
Pages: 25
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-1309-517X
EISSN: N/A
Design and Use of Interactive Social Stories for Children with Autism Spectrum Disorder (ASD)
Sani-Bozkurt, Sunagul; Vuran, Sezgin; Akbulut, Yavuz
Contemporary Educational Technology, v8 n1 p1-25 2017
The current study aimed to design technology-supported interactive social stories to teach social skills to children with autism spectrum disorder (ASD). A design-based research was implemented with children with ASD along with the participation of their mothers, teachers, peers and field experts. An iterative remediation process was followed through the feedback of participants. The data collection process was further supported through researcher notes, interviews, video-recorded observations and log files. Three cycles of remediation were employed to improve the interactive materials, which lead them to be perceived as pleasant, interesting, engaging and user-friendly. It was observed that children gained useful non-target skills as well as the target behaviors. Interactive stories were particularly helpful in raising satisfaction as they provided children with the opportunity to make their own learning decisions.
Descriptors: Autism, Pervasive Developmental Disorders, Children, Mothers, Technology Uses in Education, Educational Technology, Story Telling, Interpersonal Competence, Interviews, Video Technology, Observation, Satisfaction, Multimedia Instruction, Teaching Methods, Attitude Measures, Inclusion, Special Education, Questionnaires, Teacher Attitudes, Student Attitudes, Parent Attitudes, Adolescents, Secondary School Students
Contemporary Educational Technology. Faculty of Communication Sciences, Anadolu University, Yunus Emre Campus, Eskisehir 26470, Turkey. e-mail: editor@cedtech.net; Web site: http://www.cedtech.net
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A