The Assistive Technology for Teaching and Learning of Social Skills for Autism Spectrum Disorder Children: Multimedia Interactive Social Skills Module Application
Zuraida Ibrahim
,
Juliana Mohamed
,
Noordiana Kassim
,
Ida Aryanie Bahrudin
An earlier study found that assistive technology based on mobile applications significantly improved how social skills were taught to and learned by a.
- Pub. date: July 15, 2023
- Pages: 1465-1477
- 437 Downloads
- 1119 Views
- 2 Citations
An earlier study found that assistive technology based on mobile applications significantly improved how social skills were taught to and learned by autism spectrum disorder (ASD) children. Nevertheless, the content of the existing mobile applications is inadequate for capturing the diversity of Malaysian culture, making it unacceptable for local use. Considering cultural norms is a factor in developing social skills in ASD children. It is therefore necessary to develop new assistive technology based on mobile applications that consider Malaysian cultural norms. As a result, the Multimedia Interactive Social Skills Module (MISSM) application was created based on the Addie Model, which offers a systematic process for assisting in developing successful instructional material by fusing instructional theory with learning theory. The MISSM application is based on Malaysia's current social skills curriculum, which helps ASD children become socially competent. Hopefully, it will help them develop better social skills and achieve academically. Finally, local culture-sensitive material for assistive technology based on mobile applications would support Malaysia's adoption of a technology-based teaching and learning strategy and contribute to a better understanding of social skills.
Keywords: ASD children, autism, MISSM application, mobile application, social skills.
References
Affandy, M. F. F. M., & Azman, A. (2022). Child social isolation cases in Malaysia: A plan of action for stakeholders. Southeast Asia Early Childhood Journal, 11(2), 51–72. https://bit.ly/3BG0bss
Ahmad, W. F. W., & Azahari, I. N. N. (2015). Visual approach of a mobile application for autistic children: Little routine. In C. Stephanidis (Ed.), Proceedings of the HCI International 2015 - Posters’ extended abstracts: International Conference (Part II, pp. 436-442). Springer. https://doi.org/10.1007/978-3-319-21383-5_73
Albert, I., & Trommsdorff, G. (2014). The role of culture in social development over the lifespan: An interpersonal relations approach. Online Readings in Psychology and Culture, 6(2), 1–30. https://doi.org/10.9707/2307-0919.1057
Aldoobie, N. (2015). ADDIE model. American International Journal of Contemporary Research, 5(6), 68–72. https://bit.ly/3KgBrMJ
American Psychiatric Association. (n.d.). What is autism spectrum disorder? https://bit.ly/2I0PiY7
Azahari, I. N. N. A., Ahmad, W. F. W., Jamaludin, Z., & Hashim, A. S. (2016). The design of mobile social application for children with autism. In C. C. Seng, D. C. L. Mei, V. Y. S Peng, S. Razali, I. Faye, L.S. Hung, H. W. Lam, L. C. Kau & L. W. Kin (Eds.), 2016 3rd International Conference on Computer and Information Sciences (ICCOINS) (pp. 547–552). IEEE. https://doi.org/10.1109/ICCOINS.2016.7783274
Azimi, K., Ahmadigol, J., & Rastegarpour, H. (2015). A survey of the effectiveness of instructional design Addie and multimedia on learning key skills of futsal. Journal of Educational and Management Studies, 5(3), 180–186. https://bit.ly/3yk53So
Bajracharya, J. R. (2019). Instructional design and models: Assure and kemp. Journal of Education and Research, 9(2), 1–8. https://doi.org/10.3126/jer.v9i2.30459
Carter, E. W., Common, E. A., Sreckovic, M. A., Huber, H. B., Bottema-Beutel, K., Gustafson, J. R., Dykstra, J., & Hume, K. (2014). Promoting social competence and peer relationships for adolescents with autism spectrum disorders. Remedial and Special Education, 35(2), 91–101. https://doi.org/10.1177/0741932513514618
Chandler, P., & Sweller, J. (1991). Cognitive load theory and the format of instruction. Cognition and instruction, 8(4), 293–332. https://doi.org/10.1207/s1532690xci0804_2
Che Daud, S. N. S., Maria, M., Shahbodin, F., & Ahmad, I. (2018, March 5-6). Assistive technology for autism spectrum disorder: A review of literature. In R. S. R. Kasim (Eds.), Proceedings of International Media Literacy Competency for Social Change Conference 2018 (pp. 1-7). Universiti Malaysia Kelantan. https://bit.ly/3mwyQVu
Davenport, M., Mazurek, M., Brown, A., & McCollom, E. (2018). A systematic review of cultural considerations and adaptation of social skills interventions for individuals with autism spectrum disorder. Research in Autism Spectrum Disorders, 52, 23–33. https://doi.org/10.1016/j.rasd.2018.05.003
Djatmika, Wibowo, A. H., Sugini, Halim, H., & Mohamad, B. (2020). Multimodal strategies in teaching children with autism: A discourse analysis. Systematic Reviews in Pharmacy, 11(2), 219–229. https://bit.ly/3nwNTPg
El-Shoubashy, H., Mesbah, S., Hatem, A., & Abdul-Kader, H. (2020). A new mobile application for educating autistic children: A pilot study. Australian Journal of Basic and Applied Sciences, 14(11), 1-6. https://bit.ly/412wqwJ
Evans, I. E. M., Llewellyn, D. J., Matthews, F. E., Woods, R. T., Brayne, C., & Clare, L. (2019). Living alone and cognitive function in later life. Archives of Gerontology and Geriatrics, 81, 222–233. https://doi.org/10.1016/j.archger.2018.12.014
Field, A. (2017). Discovering statistics using IBM SPSS statistics (5th ed.). SAGE Publications, Inc.
Frye, R. E. (2018). Social skills deficits in autism spectrum disorder: Potential biological origins and progress in developing therapeutic agents. CNS Drugs, 32, 713–734. https://doi.org/10.1007/s40263-018-0556-y
Gentry, T., Kriner, R., Sima, A., McDonough, J., & Wehman, P. (2015). Reducing the need for personal support among workers with autism using an iPod touch as an assistive technology: Delayed randomized control trial. Journal of Autism and Developmental Disorders, 45, 669–684. https://doi.org/10.1007/s10803-014-2221-8
Ghani, M. Z., Ahmad, A. C., & Ibrahim, S. (2014). Stress among special education teachers in Malaysia. Procedia - Social and Behavioral Sciences, 114, 4–13. https://doi.org/10.1016/j.sbspro.2013.12.648
Hanna, N., Lydon, H., Holloway, J., Barry, L., & Walsh, E. (2022). Apps to teach social skills to individuals with autism spectrum disorder: A review of the embedded behaviour change procedures. Review Journal of Autism and Developmental Disorders, 9, 453-469. https://doi.org/10.1007/s40489-021-00271-w
Hashim, H. U., Yunus, M. M., & Norman, H. (2021). Augmented reality mobile application for children with autism: Stakeholders’ acceptance and thoughts. Arab World English Journal, 12(4), 132–141. https://doi.org/10.24093/awej/vol12no4.9
Hathcoat, J. D., Sanders, C. B., & Gregg, N. (2016). Selecting and designing instruments: Item development, reliability, and validity. James Madison University. https://bit.ly/41Ppjch
Hussain, A., Abdullah, A., Husni, H., & Mkpojiogu, E. O. C. (2016). Interaction design principles for edutainment systems: Enhancing the communication skills of children with Autism spectrum disorders. Revista Tecnica De La Facultad De Ingenieria Universidad Del Zulia, 39(8), 45-50. https://repo.uum.edu.my/id/eprint/20589/
Hussain, A., Mkpojiogu, E. O. C., & Okoroafor, P. C. (2021). Assisting children with autism spectrum disorder with educational mobile apps to acquire language and communication skills: A review. International Journal of Interactive Mobile Technologies, 15(6), 161–170. https://doi.org/10.3991/ijim.v15i06.20621
Ibrahim, Z. (2019). Enhancement of social skills by using multimedia interactive social skills module application among students with autism spectrum disorder [Doctoral dissertation, Universiti Tun Hussein Onn Malaysia]. Universiti Tun Hussein Onn Malaysia Repository. http://eprints.uthm.edu.my/140/
Ibrahim, Z., Zaime, A. F., Bahruddin, I. A., Roslan, R., & Kassim, N. (2021). The items development of social skills for autism spectrum disorder (SS-ASD) instrument. Turkish Journal of Computer and Mathematics Education, 12(10), 5094–5102. https://bit.ly/3MdLlyt
Jones, M. G., & Brader-Araje, L. (2002). The impact of constructivism in education, discourse and meaning. American Communication Journal, 5(3), 1-10. https://bit.ly/3KgxcR3
Khalid, G. B., Yasin, M. H. M., & Said, N. (2012). Collaboration and individual education practices among secondary schools with special education in peninsular, Malaysia. Procedia - Social and Behavioral Sciences, 47, 1348–1352. https://doi.org/10.1016/j.sbspro.2012.06.824
Khantreejitranon, A. (2018). Using a social story intervention to decrease inappropriate behavior of preschool children with autism. Kasetsart Journal of Social Sciences, 39(1), 90–97. https://doi.org/10.1016/j.kjss.2017.12.019
Kim, S., Kim, H., & Saffo, R. W. (2017). Culturally and linguistically responsive social skills interventions for children with autism spectrum disorders. International Journal of Special Education, 32(2), 413–438. https://bit.ly/3ovM3iy
Low, H. M., Lee, L. W., Ahamd, A. C., The, S. Y., & Khadar, N. Z. A. (2021). Preparing Malaysian pre-service teachers to teach students with autism using e-module “The Story of Khamdy”. Jurnal Pendidiikan Bitara UPSI, 14(2), 47–56. https://bit.ly/3WiH80N
Martín, F. C. E. (2018). Applications for mobile devices focused on support for autism spectrum disorder population and or people in their immediate environment in their daily lives: A systematic and practical review from a Spanish - speaking perspective. ArXiv. https://doi.org/10.48550/arXiv.1806.01041
Nair, R. S. (2015). Challenges, strategies and success gained by a teacher in teaching autism students in a private centre. International Journal of Social Science and Humanities Research, 3(2), 419–425. https://bit.ly/3nvUgma
Neuman, W. L. (2014). Social research methods: Qualitative and quantitative approaches (7th ed). Pearson Education Limited.
Novack, M. N., Hong, E., Dixon, D. R., & Granpeesheh, D. (2019). An evaluation of a mobile application designed to teach receptive language skills to children with autism spectrum disorder. Behavior Analysis in Practice, 12, 66–77. https://doi.org/10.1007/s40617-018-00312-7
Ntalindwa, T., Nduwingoma, M., Karangwa, E., Soron, T. R., Uworwabayeho, A., & Uwineza, A. (2021). Development of a mobile app to improve numeracy skills of children with autism spectrum disorder: Participatory design and usability study. JMIR Pediatrics and Parenting, 4(3), Article e21471. https://doi.org/10.2196/21471
Pavlov, N. (2014). User interface for people with autism spectrum disorders. Journal of Software Engineering and Applications, 7(2), 128–134. https://doi.org/10.4236/jsea.2014.72014
Rosly, N. S., & Abd Rahim, N. (2015). Teknik pembelajaran kanak-kanak sindrom Asperger [Learning techniques for children with Asperger syndrome]. Journal of Business and Social Development, 3(1), 54–65. https://tinyurl.com/5n9y6bpk
Samsudin, M. R., Sulaiman, R., Guan, T. T., Yusof, A. M., & Yaacob, M. F. C. (2021). Mobile application development through Addie model. International Journal of Academic Research in Progressive Education and Development, 10(2), 1017–1027. https://bit.ly/3JUoCGo
Satiakumar, M., Hut, N., Rashid, N. A. M., & Nasir, F. M. (2022). Autism learning mobile application. Multidisciplinary Applied Research and Innovation, 3(1), 139–145. https://bit.ly/3Ua6cGB
Senan, N., Wan Ab Aziz, W. A. W., Othman, M. F., & Suparjoh, S. (2017). Embedding repetition (Takrir) technique in developing Al-Quran memorising mobile application for autism children. MATEC Web of Conferences, 135, Article 0076. https://doi.org/10.1051/matecconf/201713500076
Silveira-Zaldivar, T., Özerk, G., & Özerk, K. (2021). Developing social skills and social competence in children with autism. International Electronic Journal of Elementary Education, 13(3), 341–363. https://doi.org/10.26822/IEJEE.2021.195
Stathopoulou, A., Karabatzaki, Z., Tsiros, D., Katsantoni, S., & Drigas, A. (2019). Mobile apps the educational solution for autistic students in secondary education. International Journal of Interactive Mobile Technologies, 13(2), 89-101. https://doi.org/10.3991/ijim.v13i02.9896
Ur Rehman, I., Sobnath, D., Nasralla, M. M., Winnett, M., Anwar, A., Asif, W., & Sherazi, H. H. R. (2021). Features of mobile apps for people with autism in a post covid-19 scenario: Current status and recommendations for apps using AI. Diagnostics, 11(10), Article 1923. https://doi.org/10.3390/diagnostics11101923
Yaacob, W. N. W., Yaacob, L. H., Muhamad, R., & Zulkifli, M. M. (2021). Behind the scenes of parents nurturing a child with autism: A qualitative study in Malaysia. International Journal of Environmental Research and Public Health. 18(16), Article 8532. https://doi.org/10.3390/ijerph18168532
Yeo, K. J., & Teng, K. Y. (2015). Social skills deficits in autism: A study among students with Autism Spectrum Disorder in inclusive classrooms. Universal Journal of Educational Research, 3(12), 1001-1007. https://bit.ly/3MWJRtM
Zainal, A. Z., & Zainuddin, S. Z. (2020). Technology adoption in Malaysian schools: An analysis of national ICT in education policy initiatives. Digital Education Review 37, 172-194. https://doi.org/10.1344/der.2020.37.172-194