Vinsamlegast notið þetta auðkenni þegar þið vitnið til verksins eða tengið í það: http://hdl.handle.net/1946/39462
Discrete Trial Training (DTT) methods are beneficial for teaching new skills set to children with autism spectrum disorder (ASD). Training staff to implement DTT requires a specialist however, some countries lack resources and Board Certified Behavior Analysts (BCBA) to provide this extensive training. This research aims to replicate and modify Sveinbjörnsdóttir et al. (2019) with two sets of studies. In the first study, we examined how long participants reached mastery criteria in DTT after a lecture. In study 2 we examined how long participants reached mastery criteria in DTT after VR training. In addition, we examined if the skills acquired in study 2 would generalize to a regular teaching environment. Participants in study 1 took on average 18 sessions to acquire the DTT skills after the lecture in the school environment. Participants in study 2 learned the skill after only four VR sessions on average, and the skills generalized to a regular teaching environment with ASD students and varied teaching tasks. In addition, the VR training produced fewer errors in the natural teaching environment compared to the lecture. These results suggest that VR training might be a more beneficial training method since it can minimize the time required in training and produce higher performance accuracy.
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