This study surveyed school professionals about their perceptions and attitudes toward using AR VR in work with children disabilities. Survey data were collected from 257 participants 45 states across the United States Philippines. The findings indicated that very few practitioners used ( n = 26) or 19) practices, nine both VR. Most of who received training had knowledge how to use technology technical support available. Similarly, majority did not reported a lack financial resources....

The purpose of this study was to examine the impact a video modeling (VM) intervention in conjunction with system least prompts (SLP) teach safety skills using cell phones students moderate intellectual disability. A multiple-probe design across three participants used assess student acquisition taking and sending picture key identifier (i.e., sign) during role-play scenario which pretended be lost community. Intervention sessions were conducted at students’ middle school, their...

Video-based intervention (VBI) has strong evidence supporting efficiency in teaching social, communication, functional, behavior, play, and self-help skills emerging for academic to students with autism spectrum disorder (ASD). VBI allows opportunities electronically provide personalized, consistent, prerecorded instruction. Handheld devices, such as smartphones tablets, make portable students. This article supports teachers who wish implement their ASD by (a) describing types of VBI, video...

Three junior high school students with autism were taught to engage in a series of social skills through the use video modeling and verbal prompting as they engaged purchasing activities two grocery stores. A multiple baseline across design was used demonstrate effectiveness on skill acquisition within task. Students watched clip once during each intervention session for three weeks demonstrated increased target store. For generalization, assessed second store over sessions weeks. Results...

The purpose of this study was to examine the effects an online multi-component intervention (video modeling, virtual manipulatives, digital games, self-monitoring and least most prompting techniques) on acquisition several mathematical skills two autistic elementary school students. We used a multiple probe design single-case experimental across three students whether causal relation existed between children’s skill acquisition. Both children reached 100% accuracy all by end phase showed...

The effectiveness of a multicomponent intervention to improve the problem-solving performance students with autism spectrum disorders (ASD) during vocational tasks was examined. A multiple-probe across-students design used illustrate point-of-view video modeling paired practice sessions and self-operated cue sheet solve problems encountered tasks. Following intervention, all improved generalized skills second untrained setting. Three four maintained at 6-week follow-up. Overall, evidence...

With the increasing attention and surge of empirical research in providing academic instruction for students with autism spectrum disorder (ASD) comes need to provide teachers research-supported strategies. Using one evidence-based strategy teaching mathematics high incidence disabilities, another primarily nonacademic skills ASD, this article offers practical tips implementing a unique innovative approach ASD across variety instructional contexts. Guidelines develop implement...

In this study, the effectiveness of teaching problem-solving to improve transition-related task performance three students with autism spectrum disorder (ASD) was examined using a multiple probe across design. Target behaviors included various tasks individualized for each student based on their individual educational and transition goals. Following multicomponent intervention utilizing point-of-view video modeling paired practice sessions self-operated cue sheet, all were able performance....