000127884 001__ 127884
000127884 005__ 20240731103307.0
000127884 0247_ $$2doi$$a10.1007/s10639-022-10990-0
000127884 0248_ $$2sideral$$a128480
000127884 037__ $$aART-2023-128480
000127884 041__ $$aeng
000127884 100__ $$0(orcid)0000-0001-9563-6789$$aCored Bandres, Sergio$$uUniversidad de Zaragoza
000127884 245__ $$aSocial skills, autism and technologies: An analysis of the effectiveness of this triad
000127884 260__ $$c2023
000127884 5060_ $$aAccess copy available to the general public$$fUnrestricted
000127884 5203_ $$aStudents with Autism Spectrum Disorder (ASD) present needs in the social sphere that have repercussions on their development. It is essential that, at school, they are offered interventions that provide them with an answer to their needs and use appropriate tools. One of the resources that can be effective is the use of technologies, which possess a series of characteristics that favour their implementation in the population with ASD. For this reason, and with the aim of analysing the impact a technology-based social skills programme has on students with ASD, a mixed study based on case studies was proposed. Specifically, the sample consisted of four pupils with ASD. Data collection was carried out, on the one hand, by means of objective tests administered at three points in time, which measured the level of ability in identifying emotions and in emotion awareness. On the other hand, the behaviours were also observed systematically in all the sessions that made up the intervention. The results point to an improvement in the identification of emotions and emotion awareness. Likewise, a decrease in non-social behaviours such as inappropriate behaviours or stereotypies and an increase in social behaviours such as eye contact or joint attention were noted.
000127884 540__ $$9info:eu-repo/semantics/openAccess$$aAll rights reserved$$uhttp://www.europeana.eu/rights/rr-f/
000127884 590__ $$a4.8$$b2023
000127884 592__ $$a1.301$$b2023
000127884 591__ $$aEDUCATION & EDUCATIONAL RESEARCH$$b16 / 756 = 0.021$$c2023$$dQ1$$eT1
000127884 593__ $$aE-learning$$c2023$$dQ1
000127884 593__ $$aLibrary and Information Sciences$$c2023$$dQ1
000127884 593__ $$aEducation$$c2023$$dQ1
000127884 594__ $$a10.0$$b2023
000127884 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/acceptedVersion
000127884 700__ $$0(orcid)0000-0003-2206-2299$$aVázquez Toledo, Sandra$$uUniversidad de Zaragoza
000127884 700__ $$0(orcid)0000-0002-9685-8399$$aLiesa Orus, Marta$$uUniversidad de Zaragoza
000127884 7102_ $$14001$$2215$$aUniversidad de Zaragoza$$bDpto. Ciencias de la Educación$$cÁrea Didáctica y Organiz. Esc.
000127884 773__ $$g28 (2023), 9285–9304$$pEduc. inf. technol.$$tEDUCATION AND INFORMATION TECHNOLOGIES$$x1360-2357
000127884 8564_ $$s626820$$uhttps://zaguan.unizar.es/record/127884/files/texto_completo.pdf$$yPostprint
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000127884 909CO $$ooai:zaguan.unizar.es:127884$$particulos$$pdriver
000127884 951__ $$a2024-07-31-09:38:17
000127884 980__ $$aARTICLE