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Improving Pragmatic Skills in Young Adults with High-Functioning Autism through Developing Interview Skills Using Technology : = A Single-Subject Intervention.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Improving Pragmatic Skills in Young Adults with High-Functioning Autism through Developing Interview Skills Using Technology :/
其他題名:	A Single-Subject Intervention.
作者:	Yeager, Richard Glenn.
面頁冊數:	1 online resource (227 pages)
附註:	Source: Dissertations Abstracts International, Volume: 83-09, Section: A.
Contained By:	Dissertations Abstracts International83-09A.
標題:	Curriculum development. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28966847click for full text (PQDT)
ISBN:	9798790664519

Improving Pragmatic Skills in Young Adults with High-Functioning Autism through Developing Interview Skills Using Technology : = A Single-Subject Intervention.
Yeager, Richard Glenn.

Improving Pragmatic Skills in Young Adults with High-Functioning Autism through Developing Interview Skills Using Technology :A Single-Subject Intervention. - 1 online resource (227 pages)

Source: Dissertations Abstracts International, Volume: 83-09, Section: A.

Thesis (D.Ed.)--Indiana University of Pennsylvania, 2022.

Includes bibliographical references

AutismSpeaks.org estimated that a total of 1.1 million teens with autism will enter adulthood in the next decade (Autism Speaks, n.d.). Unfortunately, research shows many of those individuals will have bleak outcomes in life postsecondary (Lake et al., 2014; Posar & Visconti, 2018). This issue will compound without proper resources and programs designed for young adults to learn necessary skills for adulthood. Research also shows a lack of these programs (VanBergeijk, 2018; Lake et al., 2014) to teach individuals with ASD necessary life skills. The purpose of this mixed-methods single-subject study was to examine the effectiveness of technology in an intervention program designed to increase pragmatic skills in individuals with high-functioning autism spectrum disorder (HF-ASD) through teaching job acquisition skills in a virtual asynchronous learning environment. The study's goal was to increase skills vital for individuals with HF-ASD to transition from secondary to postsecondary school or workforce. Phase one of this research study collected quantitative data through applied behavioral analysis consisting of three phases of observations. The quantitative phase was conducted using A-B-A, which consisted of three phases: baseline, intervention, and return to baseline. The baseline was established through three observations made prior to the intervention, with a mock interview being the most comprehensive. The intervention phase included a six-session intervention program delivered through Canvas with practice interview questions being recorded in Flipgrid. Finally, return to baseline observations were made one week after completing the sixth session, which included another mock interview. Phase one was completed by two participants. Visual analysis was the primary method for determining the program's effects on participants and was supported by calculating percent change and effect size using Tau-U and improvement rate difference (IRD). Phase two of the study was qualitative and employed semi-structured interviews with participants' parents through email to gain insight into the program's success. The primary researcher implemented thematic analysis to extract themes in data collected from parents. Invitations were sent to 31 Western Pennsylvania public school districts requesting participation in the study. Three school districts accepted the invitation. The school districts then contacted families with students who met the criteria for the study. A total of eight families completed the survey where four met all of the requirements. One participant was selected for the pilot study, and the other three agreed to complete the entire study. Unfortunately, one family withdrew from the study, and their data were not included in data analysis. Results of the study were positive, with participants earning increases in both social communication and job acquisition skills. Wyatt recorded significant increases in target behaviors from pre- to post-intervention mock interviews with a percent increase of 64%. Further supporting results for Wyatt, IRD was calculated at 100% and Tau-U at 1.0 (p < .05) with a 90% confidence interval [0.313, 1], which equates to a strong functional relationship between changes in behavior and the intervention. John's results were not as strong as Wyatt with a percent increase of 20%, IRD of 0.238, which equates to a low effect on target behaviors due to participation in the study, and Tau-u at 0.8571 (p < .05) with 90% confidence interval [0.170, 1] showing a medium effect on target behaviors. In addition, parent interviews supported changes in target behaviors in other contexts showing generalization occurred. The study demonstrated that technology could effectively increase pragmatic and job acquisition skills in individuals with ASD. The study's goal was to add to current literature focusing on teens and young adults and provide needed resources to fill the gap in programs available for those who have transitioned from secondary to postsecondary school or workforce to increase employment rates and independent living. Technology may be a logical delivery method for these resources.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798790664519Subjects--Topical Terms:

684418
Curriculum development.
Subjects--Index Terms:

Applied behavior analysisIndex Terms--Genre/Form:

542853
Electronic books.

Improving Pragmatic Skills in Young Adults with High-Functioning Autism through Developing Interview Skills Using Technology : = A Single-Subject Intervention.
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