The Effects of Visual Tracking on the Learn Units to Criterion and the Visual Tracking of Moving Objects of Students with Autism
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The study was a single subject design using the Applied Behavior Analysis (ABA) which is known as one of the effective interventions for students with autism and or pervasive developmental disorders. The purpose of this study was to test the effects of the visual tracking procedure on the participants’ learn units to criterion, and the participants’ visual tracking of moving objects during one-on-one setting. In other words, the study examined how fast students with autism could acquire academic criterion and how much they could increase visual tracking skills during one-on-one. The participants were two 4-year old male students diagnosed with autism. They attended a classroom under the Comprehensive Application of Applied Behavior Analysis of Schooling (CABAS®) educational model in New York State and functioned at a pre-speaker and pre-listener level of verbal behavior. The independent variable wa s a visual tracking procedure implemented, and the dependent variables were the numbers of learn units required to meet objectives across all programs as well as the visual tracking of moving objects. During the data collection procedure, the Visual Tracking Protocol designed by Keohane and Greer (2005) was used as a method and learn units were used while collecting data in the study. A delayed multiple baseline design across subjects was used to demonstrate the data collected during the study. Four independent teachers rotated on every hour, and recorded data. The results showed a significant decrease in both participants’ learn units to criterion, and as light in crease in the participants’ visual tracking of moving objects.
Abstract
The study was a single subject design using the Applied Behavior Analysis (ABA) which is known as one of the effective interventions for students with autism and or pervasive developmental disorders. The purpose of this study was to test the effects of the visual tracking procedure on the participants’ learn units to criterion, and the participants’ visual tracking of moving objects during one-on-one setting. In other words, the study examined how fast students with autism could acquire academic criterion and how much they could increase visual tracking skills during one-on-one. The participants were two 4-year old male students diagnosed with autism. They attended a classroom under the Comprehensive Application of Applied Behavior Analysis of Schooling (CABAS®) educational model in New York State and functioned at a pre-speaker and pre-listener level of verbal behavior. The independent variable wa s a visual tracking procedure implemented, and the dependent variables were the numbers of learn units required to meet objectives across all programs as well as the visual tracking of moving objects. During the data collection procedure, the Visual Tracking Protocol designed by Keohane and Greer (2005) was used as a method and learn units were used while collecting data in the study. A delayed multiple baseline design across subjects was used to demonstrate the data collected during the study. Four independent teachers rotated on every hour, and recorded data. The results showed a significant decrease in both participants’ learn units to criterion, and as light in crease in the participants’ visual tracking of moving objects.
참고문헌 (23)
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