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Teaching Literacy Skills to French Minimally Verbal School-Aged Children with Autism Spectrum Disorders with the Serious Game SEMA-TIC: An Exploratory Study

机译:通过严重游戏SEMA-TIC向法国自闭症谱系障碍最低程度的语言最小的学龄儿童教授识字技能:一项探索性研究

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摘要

Learning to read is very challenging for children with Autism Spectrum Disorders (ASD), but also very important, as it can give them access to new knowledge. This is even more challenging in minimally verbal children, who do not have the verbal abilities to learn through usual methods. To address the learning of literacy skills in French minimally verbal school-aged children with ASD, we designed the serious game SEMA-TIC, which relies on non-verbal cognitive skills and uses specific learning strategies adapted to the features of autistic individuals. This study investigated the usability of SEMA-TIC (in terms of adaptability, efficiency, and effectiveness) for the acquisition of literacy skills in French minimally verbal school-aged children with ASD. Twenty-five children with ASD and no functional language participated in the study. Children in the training group received the SEMA-TIC training over 23 weeks (on average), while no intervention was provided to children in the non-training group. Results indicated that SEMA-TIC presents a suitable usability, as all participants were able to play (adaptability), to complete the training (efficiency) and to acquire significant literacy skills (effectiveness). Indeed, the literacy skills in the training group significantly improved after the training, as measured by specific experimental tasks (alphabet knowledge, word reading, word-non-word discrimination, sentence reading and word segmentation; all p ≤ 0.001) compared to the non-training group. More importantly, 3 out of 12 children of the training group could be considered as word decoders at the end of the intervention, whereas no children of the non-training group became able to decode words efficiently. The present study thus brings preliminary evidence that French minimally verbal school-aged children with ASD are able to learn literacy skills through SEMA-TIC, a specific computerized intervention consisting in a serious game based on non-verbal cognitive skills.
机译:对于患有自闭症谱系障碍(ASD)的孩子来说,学习阅读非常具有挑战性,但也非常重要,因为它可以使他们获得新知识。对于没有口头能力的普通儿童来说,这甚至更具挑战性。为解决法国ASD最小口语学龄儿童的识字技能学习问题,我们设计了严肃的SEMA-TIC游戏,该游戏依赖于非语言认知技能,并使用适合自闭症患者特征的特定学习策略。这项研究调查了SEMA-TIC(在适应性,效率和有效性方面)在法国ASD最小口语学龄儿童获得识字技能方面的可用性。 25名患有ASD且没有任何语言的儿童参加了这项研究。训练组的儿童平均接受了23周的SEMA-TIC训练,而未训练组的儿童则没有进行干预。结果表明,SEMA-TIC表现出适当的可用性,因为所有参与者都可以玩(适应性),完成训练(效率)并获得重要的识字技能(有效性)。的确,与特殊情况相比,通过特定的实验任务(字母知识,单词阅读,单词-非单词歧视,句子阅读和单词分割;所有p≤0.001)衡量,培训组的识字能力得到了显着提高。培训小组。更重要的是,在干预结束时,可以将训练组中12个孩子中的3个视为单词解码器,而没有训练组的孩子中没有一个能够有效地解码单词。因此,本研究提供了初步的证据,表明法国具有ASD的最低语言学龄儿童能够通过SEMA-TIC学习识字技能,SEMA-TIC是一种特殊的计算机干预,包括基于非语言认知技能的严肃游戏。

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