The effects of computer-assisted instruction on communicative interactions and disruptive behavior for individuals with autism.

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dc.contributor.advisorHaring, Kathryn,en_US
dc.contributor.authorHoppe, Sue E.en_US
dc.date.accessioned2013-08-16T12:18:55Z
dc.date.available2013-08-16T12:18:55Z
dc.date.issued2003en_US
dc.description.abstractThe 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.extentviii, 113 leaves :en_US
dc.identifier.urihttp://hdl.handle.net/11244/580
dc.noteSource: Dissertation Abstracts International, Volume: 64-03, Section: A, page: 0796.en_US
dc.noteAdviser: Kathryn Haring.en_US
dc.subjectPeople with mental disabilities Education.en_US
dc.subjectComputer-assisted instruction.en_US
dc.subjectEducation, Special.en_US
dc.subjectEducation, Educational Psychology.en_US
dc.subjectEducation, Technology of.en_US
dc.subjectDevelopmentally disabled Education.en_US
dc.thesis.degreePh.D.en_US
dc.thesis.degreeDisciplineDepartment of Educational Psychologyen_US
dc.titleThe effects of computer-assisted instruction on communicative interactions and disruptive behavior for individuals with autism.en_US
dc.typeThesisen_US
ou.groupJeannine Rainbolt College of Education::Department of Educational Psychology
ou.identifier(UMI)AAI3082937en_US

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