Graduation Year
2017
Document Type
Thesis
Degree
M.A.
Degree Name
Master of Arts (M.A.)
Degree Granting Department
Child and Family Studies
Major Professor
Kimberly A. Crosland, Ph.D.
Committee Member
Kwang-Sun Cho Blair, Ph.D.
Committee Member
Andrew Samaha, Ph.D.
Keywords
transitions, computer-assisted instruction, autism spectrum disorder, classroom
Abstract
Transitions within the school setting have been a challenge for school staff working with students with autism spectrum disorder (ASD). Teachers and students lose valuable academic time when the procedures in place are not working to create a quick transition - decreasing problem behavior, and increasing learning time. Students with ASD typically have a difficult time transitioning frequently throughout a school day, and problem behavior can be more apparent during this time. Hine, Ardoin, and Foster (2015) found that a computer-assisted instruction (CAI) based intervention was successful in decreasing classroom transition times for students in general education. The purpose of this study was to evaluate the effects of a similar CAI based intervention to decrease latency to on-task behavior during transitions in a classroom with students diagnosed with ASD. Two different transitions within a classroom were evaluated using the CAI-based intervention with three student participants diagnosed with ASD. Results indicated using a CAI-based intervention in collaboration with teacher input decreased latency to on-task behavior for all three participants for both transitions without the use of a group contingency or reinforcement component. High implementation fidelity and social validity scores demonstrated acceptance of the intervention by both teacher and student participants.
Scholar Commons Citation
Bewley, Kristina A., "Using Computer-Assisted Instruction to Decrease Transition Times for Students with Autism Spectrum Disorder" (2017). USF Tampa Graduate Theses and Dissertations.
https://digitalcommons.usf.edu/etd/6801
