Using Augmented Reality and Modified Schema-Based Instruction to Teach Problem Solving to Students With Autism. (October 2022)

• Record Type: Journal Article
• Authors: Root, Jenny R.; Cox, Sarah K.; Davis, Kathryn; Gonzales, Sarah
• Is Part Of: Remedial and special education. Volume 43:Number 5(2022)
• Page Start: 301
• Page End: 313
• Publication Date: 2022-10
• Subjects: access to the general curriculum -- mathematics -- technology -- transition -- autism -- exceptionalities -- social skills; Special education -- Periodicals; Learning disabilities -- Periodicals; 371.905
• DOI: 10.1177/07419325211054209
• Languages: English
• ISSNs: 0741-9325

Abstract

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