The impact of educational media versus traditional instruction on independent skills among autistic children
International Journal of Development Research
The impact of educational media versus traditional instruction on independent skills among autistic children
Received 27th February, 2022; Received in revised form 10th March, 2022; Accepted 14th April, 2022; Published online 30th May, 2022
Copyright © 2022, Todd Eller et al. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
One of the areas that remain unexplored in education psychology is the effect of educational apps on independent skills among autistic children. Educational media can be highly effective in helping autistic children learn academic concepts (Moore and Taylor, 2000). The setting was the homes of autistic children with an average of 9.1 years of age. Thirty children (22 males, 8 females) participated in the study. All of the children were pretested on sequencing skills before instruction began. Children were then randomly assigned to either a traditional worksheet instructional group or an app educational group. Both groups of parents and children received a single one week instruction by certified instructors via the web and parents were guided by behaviorists on how to train their children using the materials.
