Effectiveness of multimedia programme and therapist-instructed training for children with autism

Pao Yue-kong Library Electronic Theses Database

Effectiveness of multimedia programme and therapist-instructed training for children with autism

 

Author: Wong, Kwai-fong Shiren
Title: Effectiveness of multimedia programme and therapist-instructed training for children with autism
Degree: M.Sc.
Year: 2000
Subject: Autistic children -- Rehabilitation
Hong Kong Polytechnic University -- Dissertations
Department: Multi-disciplinary Studies
Dept. of Rehabilitation Sciences
Pages: Nil
Language: English
InnoPac Record: http://library.polyu.edu.hk/record=b1523525
URI: http://theses.lib.polyu.edu.hk/handle/200/3030
Abstract: This study aimed to evaluate and compare the effectiveness of interactive multimedia training programme and conventional therapist-instructed training programme in improving the learning behaviors of children with autism. Multiple subjects single case time-series study research design was adopted in the study. Six children with autism with age 2 years 4 months to 2 years 10 months were recruited by convenient sampling. They attended a series of 12 sessions of basic concept training using the two training methods. All sessions were video taped, the attending behaviors and appropriate responses of the subjects were recorded and analyzed. Result: Two out of three participants improved in attending behaviors and all three participants improved in response rate after attending the conventional therapist-instructed training programme. Another two out of the three participants improved in attending behaviors and all three participants improved in response rate after attending the interactive multimedia programme. There was one participant in each group did not show improvement in attending behaviors. Through comparing the attending behaviors and the response rate of the six participants over the time series programme, it was found that three participants favored the interactive multimedia training programme, two favored the conventional therapist-instructed training programme, and one showed no preference to either approaches. To conclude, the results support the hypothesis that both training programmes were effective in improving attending behaviors and appropriate responses of children with autism. However, no significant difference in the effectiveness of the two training approaches in improving the learning behaviors of children with autism was observed. It was suggested tat children with autism responded differently to different training approaches and customized training programme would be preferred. The implication of the methodology and outcome of the present study to the training of children with autism were discussed.

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