Augmented Reality Supporting Reading Skills of Students with Autism Spectrum Disorder-Reference-Cited by-同舟云学术

Augmented Reality Supporting Reading Skills of Students with Autism Spectrum Disorder

Published:2019-10-14 Issue:2 Volume:55 Page:71-77
ISSN:1053-4512
Container-title:Intervention in School and Clinic
language:en
Short-container-title:Intervention in School and Clinic

Author:

Howorth Sarah K.¹,Rooks-Ellis Deborah¹,Flanagan Sara¹,Ok Min Wook²

Affiliation:

1. University of Maine, College of Education and Human Development, Special Education Graduate Program, Orono, ME, USA

2. University of Hawai‘i at Ma¯noa, College of Education, Department of Special Education West, Honolulu, HI, USA

Abstract

Teachers’ use of video modeling has been established as an evidence-based practice for teaching students with autism spectrum disorder (ASD). Augmented reality (AR) applications can be used as tools to provide trigger-based, video-modeled instructional supports to students with ASD. The use of AR in this way may help teachers implement evidence-based reading skills practice such as video modeling and provide more independent practice opportunities. It also provides more options for student engagement and concept representation. This article describes ideas for how to use a particular AR application to (a) teach phonics and word identification, (b) support reading fluency, (c) embed videos into texts as cues for reading comprehension, (d) teach content area vocabulary words, and (e) use video models during transition planning.

Publisher

SAGE Publications

Subject

Clinical Psychology,Developmental and Educational Psychology,Education

Link

http://journals.sagepub.com/doi/pdf/10.1177/1053451219837635

Reference24 articles.

1. Diagnostic and Statistical Manual of Mental Disorders

2. A Meta-Analysis of Video Modeling and Video Self-Modeling Interventions for Children and Adolescents with Autism Spectrum Disorders

3. Video self-modeling

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