The Effects of Implementing the Computer-Based Listener Emersion Procedure on Learning Listener Responses of Elementary School Students with ASD
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The purpose of this study was to test the effects of the implementation of the Listener Emersion procedure on learning listener responses and learning effectiveness for five-year-old males who were diagnosed with Autism Spectrum Disorder. The dependent variable was participants’ learning efficiency which was measured as the numbers of Learn Units required to achieve instructional objectives within 500 Learn Unit presentations. The independent variable was the completion of the computer-based Listener Emersion procedure in which the participants were required to master predetermined sets of listener responses (i.e., following 1-step vocal directions) for both accuracy and fluency criteria. During the intervention, the vocal directions were presented via iPad® producing adult’s prerecorded speech. A time-lagged multiple probe across participants design was employed to test a relation between the dependent and independent variables. The results showed that all participants required fewer Learn Units to achieve criteria in pre-determined listener response programs after the completion of the Listener Emersion.
Abstract
The purpose of this study was to test the effects of the implementation of the Listener Emersion procedure on learning listener responses and learning effectiveness for five-year-old males who were diagnosed with Autism Spectrum Disorder. The dependent variable was participants’ learning efficiency which was measured as the numbers of Learn Units required to achieve instructional objectives within 500 Learn Unit presentations. The independent variable was the completion of the computer-based Listener Emersion procedure in which the participants were required to master predetermined sets of listener responses (i.e., following 1-step vocal directions) for both accuracy and fluency criteria. During the intervention, the vocal directions were presented via iPad® producing adult’s prerecorded speech. A time-lagged multiple probe across participants design was employed to test a relation between the dependent and independent variables. The results showed that all participants required fewer Learn Units to achieve criteria in pre-determined listener response programs after the completion of the Listener Emersion.
참고문헌 (25)
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