GUIDELINES TO SELECTING
APPROPRIATE LITERACY EDUCATIONAL COMPUTER PROGRAMS FOR CHILDREN WITH AUTISM
Marian
Tuedor
Middlesex University
Hendon Campus
The Burroughs
Hendon NW4 4BT
Email: m.tuedor@mdx.ac.uk
Introduction
This paper describes part of a research project that investigates if
educational computer programs can be used to reinforce early reading skills in
children with autism. One of the main tasks in the study is the identification
of programs to be utilized as intervention medium in the study. Failing to
identify a set of guidelines to help the process, a model and a set of
guidelines were developed.
Autistic
Spectrum Disorder (ASD)
The syndrome sometimes known as infantile autism or childhood autism or classic
autism or Autistic Spectrum Disorder (ASD) or simply autism, is a term used to
describe a disorder that is characterized by a triad of impairments, these
consist of communication problems, imagination problems and problems with
socialization (Wing 1996).
The
use of computer programs can help to support and promote learning in children
with autism.
Computer technology fascinates autistic children and has been used to promote
the acquisition of various facets of learning, communication and social skills
(William et al 2002, Moore and Calvert 2000, Chen and Bernard-Opitz 1993,
Heimann et al, 1993(a) & (b), 1995).
Although
there are extensive studies enumerating the benefits of computer-based Pagel
Tuedor
learning at promoting various aspects of early reading, learning and social
skills, there are no guidelines to facilitate the selection of appropriate
program for autistic children. Many of the studies to date discuss the programs
utilized in each study without giving an indication of ways of selecting
appropriate programs. These would assist professionals and parents or guardian
of autistic children to select good computer
programs that will assist learning and the acquisition of early reading skills.
Methods
The methods employed in this study include interviews with professionals; a
teacher and a
communication assistant of autistic children, and a Human Interaction expert
(HcI). It also reviewed three evaluation method methods; Heuristic (Nielsen,
1994), simplex 2 model (
Results
and discussion
This paper discusses the formation of a selection model and subsequently, a set
of guidelines to facilitate the selection of appropriate educational programs
that will reinforce learning and early reading skills in autistic children. The
model (and guidelines) proposed involves the converging of various aspects of
learning, taking into consideration the issues of literacy, learning, autism,
learning disabilities, psychology and Human Computer Interaction (HcI). It is
anticipated that this model and guidelines will serve as a model and a set of
guides for future selection of educational computer programs that would be used
to facilitate various aspects of learning and the articulation of early reading
skills in children with autism.
The
model is divided into five sections or sets of criteria which are subdivided into
questions which the reviewer of any computer program needs to answer to
determine if the program being considered meets the need of the targeted
user/s.
Criterion 1 (Goal of using technology/ learning objectives)
Criterion 2 (Program content and usability)
Criterion 3 (skills of user/ learning style)
Criterion 4 (Psychological issues; memory and perception)
Criterion 5 (Communication issues and assistive technology)
Diagram 1: Program selection Model for Autism
in view that there were no pre-existing methods or techniques of evolving this
model and set of guidelines, the author had to rely on borrowed methods from
various subjects that were crucial to learning and autism. Various issues that
surround the study range from the learning style of autism, the objectives of
the proposed user/s of the technology and practical issues such as logistics,
past experience and a repertoire of different options, these may come in to
play when using technology to reinforce learning were deliberated upon in the
development of this model. in order to reflect the learning needs of people
with autism and to provide these individuals with the opportunity to benefit from
computer technology.
Conclusion
This paper provides a foundation for more research into providing guidelines to
assist professionals, parents and guardians of autistic children in the
selection of appropriate computer program to reinforce learning. Further
application of this model and set of guidelines is necessary to refine this
model to include other areas of learning, education and other forms of learning
disabilities. The significant of this paper is the development of a “made to
measure” set of guiding principles that will serve as a first stop for
researchers, professionals in autism and parents/guardians of autistic children
wanting assistance in the selection of appropriate computer programs.
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