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The effects of quantity of aided input on the accuracy of instruction following in children with Autism Spectrum Disorder
Mini Dissertation (MA)--University of Pretoria, 2019.
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| Format: | Thesis |
| Language: | English |
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University of Pretoria
2020
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| _version_ | 1867613515599052800 |
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| access_status_str | Open Access |
| author2 | Dada, Shakila |
| author_browse | Dada, Shakila |
| author_facet | Dada, Shakila |
| collection | Thesis |
| dc_rights_str_mv | © 2020 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. |
| description | Mini Dissertation (MA)--University of Pretoria, 2019. |
| format | Thesis |
| id | oai:repository.up.ac.za:2263/76747 |
| institution | University of Pretoria (South Africa) |
| language | English |
| last_indexed | 2026-06-10T12:37:22.799Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UPSpace — University of Pretoria Institutional Repository |
| publishDate | 2020 |
| publishDateRange | 2020 |
| publishDateSort | 2020 |
| publisher | University of Pretoria |
| publisherStr | University of Pretoria |
| record_format | dspace |
| source_str | UPSpace — University of Pretoria Institutional Repository |
| spelling | oai:repository.up.ac.za:2263/76747 The effects of quantity of aided input on the accuracy of instruction following in children with Autism Spectrum Disorder Dada, Shakila u18303481@tuks.co.za Ngwira, Sheryll Philda Tebogo UCTD Aided Augmented Input Augmentative and Alternative Communication Autism Spectrum Disorder Instruction-following Mini Dissertation (MA)--University of Pretoria, 2019. Receptive and expressive language difficulties are some of the core challenges facing children with Autism Spectrum Disorder (ASD). Emerging research suggests that for children with ASD receptive language is more impaired than expressive language. Specifically, abstract concepts like prepositions, are challenging for them. Aided augmented input has been shown to be an effective means of facilitating understanding in some children with ASD, however the amount of aided augmented input required to ensure effective understanding has not been determined. The aim of this study was to measure and compare the participants’ ability to follow instructions containing prepositions, under two conditions of aided augmented input. A with-in subject research design, involving 17 participants with ASD, was used to measure the accuracy of responses to instructions containing prepositions. Each participant was presented with 12 instructions. Half of the instructions were provided with 25% aided augmented input (prepositions only) referred to as Condition A, and the other half were presented with 75% aided augmented input (subject, preposition and location) referred to as Condition B. Their responses to the instructions were recorded and analyzed. Results suggest that there was no statistical difference between the two conditions of aided augmented input. Eight participants responded better under Condition A and five participants responded better under Condition B. Four participants responded equally under both conditions. The findings suggest that some participants may benefit from more aided augmented input and some from less aided augmented input. There is need for additional studies to determine the conditions of aided augmented input needed for the effective understanding of instructions containing prepositions and factors affecting the outcome. Centre for Augmentative and Alternative Communication (CAAC) MA Unrestricted 2020-11-04T15:09:46Z 2020-11-04T15:09:46Z 2020/05/07 2019 Mini Dissertation Ngwira, SPT 2019, The effects of quantity of aided input on the accuracy of instruction following in children with Autism Spectrum Disorder, MA Mini Dissertation, University of Pretoria, Pretoria, viewed yymmdd <http://hdl.handle.net/2263/76747> A2020 http://hdl.handle.net/2263/76747 en © 2020 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. application/pdf University of Pretoria |
| spellingShingle | UCTD Aided Augmented Input Augmentative and Alternative Communication Autism Spectrum Disorder Instruction-following The effects of quantity of aided input on the accuracy of instruction following in children with Autism Spectrum Disorder |
| title | The effects of quantity of aided input on the accuracy of instruction following in children with Autism Spectrum Disorder |
| title_full | The effects of quantity of aided input on the accuracy of instruction following in children with Autism Spectrum Disorder |
| title_fullStr | The effects of quantity of aided input on the accuracy of instruction following in children with Autism Spectrum Disorder |
| title_full_unstemmed | The effects of quantity of aided input on the accuracy of instruction following in children with Autism Spectrum Disorder |
| title_short | The effects of quantity of aided input on the accuracy of instruction following in children with Autism Spectrum Disorder |
| title_sort | effects of quantity of aided input on the accuracy of instruction following in children with autism spectrum disorder |
| topic | UCTD Aided Augmented Input Augmentative and Alternative Communication Autism Spectrum Disorder Instruction-following |
| url | http://hdl.handle.net/2263/76747 |