TY  - JOUR
EP  - 135
SN  - 18650929
PB  - Springer Verlag
SP  - 125
TI  - Evaluation of video modeling application to teach social interaction skills to autistic children
N1  - cited By 1; Conference of 5th International Conference on User Science and Engineering, i-USEr 2018 ; Conference Date: 28 August 2018 Through 30 August 2018; Conference Code:217319
AV  - none
VL  - 886
UR  - https://www.scopus.com/inward/record.uri?eid=2-s2.0-85052957663&doi=10.1007%2f978-981-13-1628-9_12&partnerID=40&md5=25564063d73e43461ac32389f19c9e05
A1  - Ahmad Azahari, I.N.N.B.
A1  - Wan Ahmad, W.F.
A1  - Hashim, A.S.
JF  - Communications in Computer and Information Science
Y1  - 2018///
KW  - Computer science; Computers
KW  -  Autism spectrum disorders; Autistic children; Communication skills; Learning materials; Mental disorders; Mobile applications; Mobile Technology; Social interactions
KW  -  Diseases
ID  - scholars10788
N2  - Autism Social Aid (ASD) is a mental disorder that affects a person at an early age. People with ASD show deficiencies in daily living abilities that lead to impairment in their independence skill, restrict their social involvement which leads to poor living style. This rooted from their key personal behaviours, which are impairment in social and communication skills. However, with the availability of mobile technology that engages education through video modelling, it has become more practical for educators to train daily living skills for individuals with ASD. Consequently a Video Modelling Application called â??Autism Social-Aidâ?? was created to provide a supplementary learning material envisioned to help stimulate children with ASD in the learning process. The purpose of this study is to evaluate the effects of video modelling in teaching five children diagnosed with medium-functioning ASD to understand social interaction skills. The children went through three trials of the evaluation phases. Results revealed that video modelling was effective as all of the children were able to display positive improvements from the first trial to the third trial. As a result, all of them have reduced an average 77 of the total prompt needed to remain focus on the video lesson and an average of 70 number of errors was reduced during the quiz evaluation. © 2018, Springer Nature Singapore Pte Ltd.
ER  -