The Effects of Artificial Intelligence on Implementors’ Fidelity of Instructional Strategies During Handwashing Acquisition in Children with Autism

IF 1.5 4区医学 Q2 EDUCATION, SPECIAL

Journal of Developmental and Physical Disabilities Pub Date : 2023-11-15 DOI:10.1007/s10882-023-09937-1

Brenna Griffen, Elizabeth R. Lorah, Nicolette Caldwell, Donald A. Hantula, John Nosek, Matt Tincani, Shea Lemley

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引用次数: 0

Abstract

Abstract Handwashing is a vital skill for maintaining health and hygiene. For individuals with intellectual and developmental disabilities (IDD), such as autism spectrum disorder, evidence-based strategies, such as prompting and task analysis, may be effective in teaching these skills. Due to the shortage of experts who teach individuals with IDD skills such as handwashing, staff working with children need a means of ensuring these instructional strategies are implemented with fidelity. This study examined the effects of a tablet-based application that used artificial intelligence (GAINS®) on four behavior technicians’ implementation of least-to-most prompting, total task chaining, and time delay during an acquisition of handwashing program with young children with autism. All four technicians increased fidelity immediately upon using GAINS and all four technicians reached mastery criteria within the shortest number of sessions possible. One child participant met mastery criteria, two showed some gains, and one demonstrated a high degree of variability across sessions. Limitations of the least-to-most prompting procedure, user design, considerations and directions for future research and practice are discussed.

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人工智能对自闭症儿童洗手习得教学策略实施者保真度的影响

洗手是保持健康和卫生的一项重要技能。对于患有智力和发育障碍(IDD)的个体，如自闭症谱系障碍，基于证据的策略，如提示和任务分析，可能有效地教授这些技能。由于缺乏教授个人洗手等缺碘症技能的专家，从事儿童工作的工作人员需要一种手段来确保这些教学策略得到忠实执行。本研究考察了使用人工智能(gain®)的平板电脑应用程序对四名行为技术人员实施最少到最多提示、总任务链和时间延迟的影响。所有四名技术人员在使用增益后立即提高了保真度，所有四名技术人员在尽可能短的会话数内达到了精通标准。一名儿童参与者达到了掌握标准，两名表现出了一些进步，还有一名表现出了不同阶段的高度差异。讨论了最小到最多提示过程的局限性、用户设计、注意事项以及未来研究和实践的方向。

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来源期刊

Journal of Developmental and Physical Disabilities Multiple-

CiteScore

3.40

自引率

5.60%

发文量

期刊介绍： The Journal of Developmental and Physical Disabilities is an interdisciplinary forum for the publication of original research and clinical reports from a variety of fields serving persons with developmental and physical disabilities. Submissions from researchers, clinicians, and related professionals in the fields of psychology, rehabilitation, special education, kinesiology, counseling, social work, psychiatry, nursing, and rehabilitation medicine are considered. Investigations utilizing group comparisons as well as single-case experimental designs are of primary interest. In addition, case studies that are of particular clinical relevance or that describe innovative evaluation and intervention techniques are welcome. All research and clinical reports should contain sufficient procedural detail so that readers can clearly understand what was done, how it was done, and why the strategy was selected. Rigorously conducted replication studies utilizing group and single-case designs are welcome irrespective of results obtained. In addition, systematic reviews, meta-analyses, and theoretical discussions that contribute substantially to understanding the problems and strengths of persons with developmental and physical disabilities are considered for publication. Authors are encouraged to preregister empirical studies, replications, systematic reviews, and meta-analyses in a relevant public database and to include such information with their submission to the journal. Authors are also encouraged, where possible and applicable, to deposit data that support the findings of their research in a public repository (see detailed “Research Data Policy” module in the journal’s Instructions for Authors). In response to the need for increased clinical and research endeavors with persons with developmental and physical disabilities, the journal is cross-categorical and unbiased methodologically.