科研之友
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摘要
The current investigation applied a model of assessment-based instruction to an evaluation of the efficacy and efficiency of computer-assisted and therapist-led instruction on skill acquisition for 3 participants with autism spectrum disorder. We also evaluated the participant's attending during instruction and the social validity of each format of instruction. The results showed that computer-assisted instruction was most efficient for 2 of the 3 participants, although attending varied across instructional formats. In addition, the social validity of instructional formats varied across participants.
- 出版日期2017-4
