The results offered evidence that the participants were inclined to the grouping, sorting and pattern activities (Tasks 2, 3, 4, 5, 6 and 7); they exhibited a good-excellent performance with minimal support from their tutor. In terms of their response time, Neil, Eric, Tom and James were able to effectively complete the tasks within a mean response time per object lower than 3 sec. However, they generally needed more time to respond to the sorting, memorizing and assembling tasks (Task 1, Task 5 and Task 8), thus confirming existing research findings about the difficulties associated with poor spatial working memory when persons with ASD use complex visual information (Blair et al., 2002; Schuh & Eigsti, 2012; Williams, Goldstein & Minshew, 2006). Nevertheless, they were generally able to reproduce spatial patterns if previously they
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We can assume that Tina’s delay is related to her intense ADD. The results indicate that more sessions were necessary in relation to memorizing, sorting, repetition of patterns and assembling activities, in order to achieve the expected level of pre-vocational skills. Additionally, alternative tasks could be added in a future version of PSV-lab to offer more opportunities to students with ASD towards practising and enhancing their vocational skills.
Harnessing in combination the information extracted from the system log files, the researcher’s observation field notes and the video recordings of students’ interaction with PVS-Labtasks, it appeared that all students were able to use the system and engage into the activities included. PVS-Lab was a friendly, attractive and enjoyable learning environment to them. The participants were willing to participate in the intervention and they were able, very soon, to autonomously use PVS-Lab and carry out the tasks assigned by the
We can assume that Tina’s delay is related to her intense ADD. The results indicate that more sessions were necessary in relation to memorizing, sorting, repetition of patterns and assembling activities, in order to achieve the expected level of pre-vocational skills. Additionally, alternative tasks could be added in a future version of PSV-lab to offer more opportunities to students with ASD towards practising and enhancing their vocational skills.
Harnessing in combination the information extracted from the system log files, the researcher’s observation field notes and the video recordings of students’ interaction with PVS-Labtasks, it appeared that all students were able to use the system and engage into the activities included. PVS-Lab was a friendly, attractive and enjoyable learning environment to them. The participants were willing to participate in the intervention and they were able, very soon, to autonomously use PVS-Lab and carry out the tasks assigned by the