Augmented feedback in autistic disorder

South African Journal of Childhood Education

 
 
Field Value
 
Title Augmented feedback in autistic disorder
 
Creator Geertsema, Salome McDonald, Michelle Van der Merwe, Aletta Swanepoel, Margaretha Strasheim, Esedra
 
Subject speech-language pathology; education Autistic Disorder; motor learning principles; knowledge of performance; knowledge of results; feedback; eye contact Autism
Description Children with autistic disorder (AD) display atypical eye contact and struggle with the social imitation of eye contact. Impaired social imitation may be indicative of disruptions in motor learning processes. The application of specific motor learning principles, such as external feedback, may suggest which variables will result in positive change in eye contact. The study aimed to determine the effects of knowledge of performance (KP) and knowledge of results (KR) as types of feedback on the frequency and duration of elicited and spontaneous eye contact in children with AD. A two-phase multiple-probe, multi-treatment (cross-over), singleparticipant design with a withdrawal component was used. Mixed treatment effects were obtained. Overall effects suggest that KR results in the greatest positive change over a short period of time regarding frequency and duration for both elicited and spontaneous eye contact. This type of feedback seems to be the most effective for spontaneous eye contact. The provision of KP, after elicited and spontaneous eye contact, produced positive effects for duration only. The current Phase 1 evidence suggests that KR (which is goal-directed with fewer additional instructions) may be more beneficial to children with AD. These findings are in accordance with the limb motor learning literature and may therefore support preliminary evidence for disrupted motor learning during eye contact imitation in children with AD.
 
Publisher AOSIS
 
Contributor National Research Foundation of South Africa
Date 2017-10-26
 
Type info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion — treatment design
Format text/html application/epub+zip application/xml application/pdf
Identifier 10.4102/sajce.v7i1.449
 
Source South African Journal of Childhood Education; Vol 7, No 1 (2017); 9 pages 2223-7682 2223-7674
 
Language eng
 
Relation
The following web links (URLs) may trigger a file download or direct you to an alternative webpage to gain access to a publication file format of the published article:

https://sajce.co.za/index.php/sajce/article/view/449/544 https://sajce.co.za/index.php/sajce/article/view/449/543 https://sajce.co.za/index.php/sajce/article/view/449/545 https://sajce.co.za/index.php/sajce/article/view/449/541
 
Coverage South Africa — Single participant experimental design; 7 year; male
Rights Copyright (c) 2017 Salome Geertsema, Michelle McDonald, Aletta Van der Merwe, Margaretha Swanepoel, Esedra Strasheim https://creativecommons.org/licenses/by/4.0
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