%0 Journal Article %1 springerlink:10.1023/B:JADD.0000006002.82367.4f %A Bosseler, Alexis %A Massaro, Dominic W. %D 2003 %I Springer Netherlands %J Journal of Autism and Developmental Disorders %K ASD animated autism computer development evaluation learning tutor vocabulary %P 653-672 %T Development and Evaluation of a Computer-Animated Tutor for Vocabulary and Language Learning in Children with Autism %U http://dx.doi.org/10.1023/B:JADD.0000006002.82367.4f %V 33 %X Using our theoretical framework of multimodal processing, we developed and evaluated a computer-animated tutor, Baldi, to teach vocabulary and grammar for children with autism. Baldi was implemented in a Language Wizard/Player, which allows easy creation and presentation of a language lesson involving the association of pictures and spoken words. The lesson plan includes both the identification of pictures and the production of spoken words. In Experiment 1, eight children were given initial assessment tests, tutorials, and reassessment tests 30 days following mastery of the vocabulary items. All of the students learned a significant number of new words and grammar. A second within-subject design with six children followed a multiple baseline design and documented that the program was responsible for the learning and generalization of new words. The research indicates that children with autism are capable of learning new language within an automated program centered around a computer-animated agent, multimedia, and active participation and can transfer and use the language in a natural, untrained environment.

@article{springerlink:10.1023/B:JADD.0000006002.82367.4f, abstract = {Using our theoretical framework of multimodal processing, we developed and evaluated a computer-animated tutor, Baldi, to teach vocabulary and grammar for children with autism. Baldi was implemented in a Language Wizard/Player, which allows easy creation and presentation of a language lesson involving the association of pictures and spoken words. The lesson plan includes both the identification of pictures and the production of spoken words. In Experiment 1, eight children were given initial assessment tests, tutorials, and reassessment tests 30 days following mastery of the vocabulary items. All of the students learned a significant number of new words and grammar. A second within-subject design with six children followed a multiple baseline design and documented that the program was responsible for the learning and generalization of new words. The research indicates that children with autism are capable of learning new language within an automated program centered around a computer-animated agent, multimedia, and active participation and can transfer and use the language in a natural, untrained environment.}, added-at = {2011-10-21T19:27:10.000+0200}, author = {Bosseler, Alexis and Massaro, Dominic W.}, biburl = {https://www.bibsonomy.org/bibtex/23fcbf90e78632790c53396646727eaeb/enricostano}, interhash = {0bcab5d8642aa11bef942b2890b0a01c}, intrahash = {3fcbf90e78632790c53396646727eaeb}, issn = {0162-3257}, issue = {6}, journal = {Journal of Autism and Developmental Disorders}, keyword = {Behavioral Science}, keywords = {ASD animated autism computer development evaluation learning tutor vocabulary}, note = {10.1023/B:JADD.0000006002.82367.4f}, pages = {653-672}, publisher = {Springer Netherlands}, timestamp = {2012-01-22T16:22:54.000+0100}, title = {Development and Evaluation of a Computer-Animated Tutor for Vocabulary and Language Learning in Children with Autism}, url = {http://dx.doi.org/10.1023/B:JADD.0000006002.82367.4f}, volume = 33, year = 2003 }