Using Augmented Reality and Modified Schema-Based Instruction to Teach Problem Solving to Students With Autism

Young adults with autism spectrum disorder (ASD) need both academic and social skills required to apply acquired knowledge and skills in real-world settings. This study evaluated the effects of a multicomponent intervention incorporating both Modified Schema-Based Instruction (MSBI) and video-based...

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Bibliographic Details
Published inRemedial and special education Vol. 43; no. 5; pp. 301 - 313
Main Authors Root, Jenny R., Cox, Sarah K., Davis, Kathryn, Gonzales, Sarah
Format Journal Article
LanguageEnglish
Published Los Angeles, CA SAGE Publications 01.10.2022
SAGE Publications and Hammill Institute on Disabilities
SAGE PUBLICATIONS, INC
Subjects
Augmentation
Augmented reality
Autism
Autism Spectrum Disorders
Autistic adults
Colleges & universities
Computer Simulation
Evidence Based Practice
Interpersonal Competence
Intervention
Mathematics Instruction
Mathematics Skills
Money Management
Personal finance
Postsecondary Education
Problem Solving
Program Effectiveness
Public Schools
Social Problems
Social skills
Special education
Students with Disabilities
Video Technology
Young Adults
mathematics
exceptionalities
access to the general curriculum
technology
transition
autism
social skills
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Summary:Young adults with autism spectrum disorder (ASD) need both academic and social skills required to apply acquired knowledge and skills in real-world settings. This study evaluated the effects of a multicomponent intervention incorporating both Modified Schema-Based Instruction (MSBI) and video-based instruction delivered via augmented reality (AR) to teach the social and mathematical problem-solving skills needed to execute personal finance tasks in the community. Participants were four 21-year-old young adults with ASD enrolled in a public school transition program located on the campus of a technical college. Findings of the single-case multiple probe across participant design support a functional relationship between the multicomponent treatment package and the social and mathematical problem-solving skills of the young adults with ASD. Furthermore, participants were also able to self-correct errors after watching AR-triggered model videos. Generalization to a novel setting was tested. Results, implications, and suggestions for future research are discussed
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ISSN:0741-9325
1538-4756
DOI:10.1177/07419325211054209