Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/6756
Title: Talk and Tech: The Impact of Technology Type and Setting on the Communication Patterns of a Child With Autism
Authors: Gribble, Jim
Hansen, Ali
Harlow, Danielle
Lai, Kelly
Keywords: Learning and Identity
Issue Date: Jun-2020
Publisher: International Society of the Learning Sciences (ISLS)
Citation: Gribble, J., Hansen, A., Harlow, D., & Lai, K. (2020). Talk and Tech: The Impact of Technology Type and Setting on the Communication Patterns of a Child With Autism. In Gresalfi, M. and Horn, I. S. (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 2 (pp. 771-772). Nashville, Tennessee: International Society of the Learning Sciences.
Abstract: This paper presents the potential effect of a computer programming curriculum on the verbal communication skills of an elementary school student with autism. The student participated in a block-based computer science curriculum for 2 years. We observed his work in three distinct contexts: (1) the general education classroom, working without computers, (2) the same classroom, working on laptop computers, and (3) the computer lab, working on a desktop computer. Careful video analysis revealed that the student communicated more (as measured by speaking time and number of interactions initiated with others) when working on a computer than without one, regardless of the type of computing devices used (laptop vs. desktop) and classroom context (classroom vs. computer lab).
URI: https://doi.dx.org/10.22318/icls2020.771
https://repository.isls.org//handle/1/6756
Appears in Collections:ICLS 2020

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