Peer-Mediated Instruction and Academic Outcomes for Students with Autism Spectrum Disorders: A Comparison of Quality Indicators

Haas, April; Vannest, Kimberly J.; Thompson, Julie L.; Fuller, Marcus C.; Wattanawongwan, Sanikan

doi:10.1080/13611267.2020.1859330

Cited by 16 publications

(7 citation statements)

References 44 publications

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“…In order to obtain the terms most used by the most recognised articles in the field (Haas et al, 2020), the United Nations Educational, Scientific and Cultural Organisation (UNESCO) and Education Resources Information Center (ERIC) thesauri were used. Specifically, terms that fit the DSM-IV and DSM-V criteria were chosen, as this approach ensures a larger pool of documents available for review.…”

Section: Methodsmentioning

confidence: 99%

“…Once the research protocol and the inclusion and exclusion criteria have been established, the search for documents will be conducted on the basis of the key words determined by the authors. In order to obtain the terms most used by the most recognised articles in the field (Haas et al. , 2020), the United Nations Educational, Scientific and Cultural Organisation (UNESCO) and Education Resources Information Center (ERIC) thesauri were used.…”

Section: Methodsmentioning

confidence: 99%

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Creation of social interaction environments with robot for autistic children: analysis of assessment instruments and type of activities

Lorenzo,

López-Núñez,

Lorenzo-Lledó

et al. 2023

JET

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PurposeThe aim of the study is to conduct a thematic review of assessment tools and types of activities in the application of robotics to autistic students during the period 1996–2021 using Web of Science and Scopus. The sample consisted of 119 documents.Design/methodology/approachNowadays, emerging technologies have become increasingly prevalent across various fields of knowledge. In this regard, robotics is being increasingly applied in the educational environment. The characteristics of this tool are the ones that best suit the needs of autistic students.FindingsResults reveal that 16.80% of the studies used automatic measurement systems, whilst 15.96% of the studies used user observation and recording techniques. As for the tasks, 37.80% were focussed on imitation tasks. Amongst the practical implications is the need to include tasks that could be developed collaboratively in the regular classroom.Originality/valueWith this research, it is intended to disseminate in the scientific community what are the characteristics that should have the interaction activities between a robot and autistic students. In addition, the type of tool needed to evaluate the improvements in the interaction is proposed.

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Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Creation of social interaction environments with robot for autistic children: analysis of assessment instruments and type of activities

Lorenzo,

López-Núñez,

Lorenzo-Lledó

et al. 2023

JET

View full text Add to dashboard Cite

show abstract

“…In the third phase, the most relevant studies were identified and selected. For this purpose, the keyword databases Education Resources Information Centre (ERIC) and the United Nations Educational, Scientific and Cultural Organization (UNESCO) Thesaurus were chosen because they include the most recognised terms in the scientific field (Haas et al, 2020). To justify the choice of words for the search in Scopus and WOS, all disorders included in the autism spectrum disorder were chosen from the DSM-V review.…”

Section: Methodsmentioning

confidence: 99%

The application of augmented reality in the learning of autistic students: a systematic and thematic review in 1996–2020

Lledó

Cerdá²,

Lorenzo-Lledó‬³

2022

JET

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PurposeMore and more diversity is present in our classrooms. As teachers, we must be able to respond to the different levels of learning presented by our students. Therefore, it is necessary to use the new emerging technologies as elements of response. Thus, the purpose of this paper is to develop a systematic and thematic review of the application of augmented reality (AR) in the learning of autistic students in the educational setting during the period 1996–2020 using the Web of Science and Scopus databases.Design/methodology/approachFor this purpose, one of the bibliometric techniques called systematic and thematic review has been used. This technique is supported by the preferred reporting items for systematic reviews methodology, and it uses a quantitative and qualitative approach. The thematic analysis will be carried out on 28 documents based on a series of indicators, including sample size, hardware devices, way of storing the information and findings obtained in the research.FindingsThe results of the work indicate that the average size of the sample is three participants, and that the most worked area has been social skills using tablets. In addition, bookmarks are often used as an element of information storage in AR.Originality/valueThe main contribution of this work focuses on the establishment of a series of thematic variables that will serve for the later development of an action protocol for the creation of AR activities for autistic students.

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“…Tras escoger la base de datos es necesario establecer las palabras clave que se utilizarán en la búsqueda. Para ello, y en línea con lo establecido por Haas et al (2020), se utilizarán los términos que se obtienen de los tesauros de ERIC y de la UNESCO, ya que estos reúnen las palabras más utilizadas por los artículos de mayor calidad científica. Los descriptores obtenidos de tesauro fueron: Augmented reality, Primary Education, Secondary Education, Post-Secondary Education, Higher Education, High School, Special Education, Inclusive Education.…”

Section: Procedimiento De Recogida Y Análisis De Datosunclassified

Tendencias globales en el uso de la realidad aumentada en la educación: estructura intelectual, social y conceptual

Lledó

Lledó²,

Carreres³

2022

Rev. invest. educ.

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In recent years the use of augmented reality has grown considerably in different fields, such as education, where there has been an increase in scientific production on the subject. However, there is no global picture of the research carried out within this field of study. For this reason, the aim of this paper is to conduct a conceptual, intellectual and social analysis of the use of augmented reality in education through the use of bibliometric techniques. A study of 482 documents included in the main collection of the Web of Science database during the period 2000-2019 was carried out. These documents have been analyzed using the bibliometrix tool. The results show that there are two thematic lines: technology in education and assistive technology. In addition, a change of trend is perceived in the use of augmented reality to respond to the specific educational support needs of the students. Augmented reality is a field in full expansion, where interventions do not yet have a central place. The development of a protocol for the use of augmented reality in education based on the results obtained is proposed as an avenue for future research. En los últimos años el uso de la realidad aumentada se ha extendido considerablemente en multitud de campos, como la educación, donde se ha producido un aumento en la producción científica sobre la temática. Sin embargo, no existe una imagen global sobre las investigaciones desarrolladas en los últimos años. Por este motivo, el objetivo del estudio es realizar un análisis conceptual, intelectual y social del uso de la realidad aumentada en la educación a través de técnicas bibliométricas. El estudio se realizó con 482 documentos del periodo 2000-2019, obtenidos de la colección principal de la Web of Science y que fueron analizados con la herramienta bibliometrix. Los resultados muestran que existen dos líneas temáticas, la tecnología en la educación y la tecnología de apoyo o asistencia. Además, se refleja un cambio de tendencia en el uso de la realidad aumentada para dar respuesta a las necesidades específicas de apoyo educativo del alumnado. Se puede concluir que la realidad aumentada es un campo en plena expansión, donde las intervenciones aún no ocupan un lugar central. Como futuras líneas se plantea el desarrollo de un protocolo de uso de la realidad aumentada en educación a partir de los resultados obtenidos.

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Peer-Mediated Instruction and Academic Outcomes for Students with Autism Spectrum Disorders: A Comparison of Quality Indicators

Cited by 16 publications

References 44 publications

Creation of social interaction environments with robot for autistic children: analysis of assessment instruments and type of activities

Creation of social interaction environments with robot for autistic children: analysis of assessment instruments and type of activities

The application of augmented reality in the learning of autistic students: a systematic and thematic review in 1996–2020

Tendencias globales en el uso de la realidad aumentada en la educación: estructura intelectual, social y conceptual

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