破解密码:计算机编码对自闭症儿童互动的影响

J. Gribble, A. Hansen, Danielle B. Harlow, Diana Franklin
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引用次数: 8

摘要

本文报道了两个学生在两种环境下的交际模式:小学课堂和计算机实验室。一个孩子被诊断为自闭症,另一个则是神经正常。这些学生参加了为小学高年级儿童(4-5年级;适合9-10岁),以分组编码为特色。计算机科学教学是在全纳通识教育环境中进行的。对视频数据的分析显示,自闭症儿童在计算机实验室中的交流(就说话的总时间和开始的互动而言)比在传统课堂环境中观察到的要多。在神经正常的儿童中观察到相反的趋势。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Cracking The Code: The Impact of Computer Coding on the Interactions of a Child with Autism
This paper reports on the communication patterns of two students in two settings: the elementary school classroom and the computer lab. One child was diagnosed with autism and the other was neurotypical. These students participated in a computer science curriculum designed for upper elementary school children (grades 4-5; ages 9-10), featuring block-based coding. The computer science instruction occurred in an inclusive general education setting. Analysis of video data revealed the child with autism communicated more (in terms of both total time speaking and interactions initiated) in the computer lab than was observed in the traditional classroom setting. Opposite trends were observed for the neurotypical child.
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