| dc.contributor.advisor | Haring, Kathryn, | en_US |
| dc.contributor.author | Hoppe, Sue E. | en_US |
| dc.date.accessioned | 2013-08-16T12:18:55Z | |
| dc.date.available | 2013-08-16T12:18:55Z | |
| dc.date.issued | 2003 | en_US |
| dc.identifier.uri | https://hdl.handle.net/11244/580 | |
| dc.description.abstract | The present study was designed to examine the effects of computer-assisted instruction using a naturalistic language paradigm intervention (independent variable) for five adult individuals with autism. Four of the individuals reside in a private residential care facility and one individual is currently in high school. The computer-assisted instruction procedure employed in this study produced an increase in the participants' communicative interactions and a decrease in the participants' disruptive behavior. However, each participant's data indicated a great deal of variance from session to session. The results of the present study suggest computers may be a valuable tool in teaching communication and interaction skills for individuals with autism. | en_US |
| dc.format.extent | viii, 113 leaves : | en_US |
| dc.subject | People with mental disabilities Education. | en_US |
| dc.subject | Computer-assisted instruction. | en_US |
| dc.subject | Education, Special. | en_US |
| dc.subject | Education, Educational Psychology. | en_US |
| dc.subject | Education, Technology of. | en_US |
| dc.subject | Developmentally disabled Education. | en_US |
| dc.title | The effects of computer-assisted instruction on communicative interactions and disruptive behavior for individuals with autism. | en_US |
| dc.type | Thesis | en_US |
| dc.thesis.degree | Ph.D. | en_US |
| dc.thesis.degreeDiscipline | Department of Educational Psychology | en_US |
| dc.note | Source: Dissertation Abstracts International, Volume: 64-03, Section: A, page: 0796. | en_US |
| dc.note | Adviser: Kathryn Haring. | en_US |
| ou.identifier | (UMI)AAI3082937 | en_US |
| ou.group | Jeannine Rainbolt College of Education::Department of Educational Psychology | |
