Distinguishing and Improving Mouse Behavior with Educational Computer Games in Young Children with Autistic Spectrum Disorder or Attention Deficit/Hyperactivity Disorder: An Executive Function-Based Interpretation

Autor/inn/en	Veenstra, Baukje; van Geert, Paul L. C.; van der Meulen, Bieuwe F.
Titel	Distinguishing and Improving Mouse Behavior with Educational Computer Games in Young Children with Autistic Spectrum Disorder or Attention Deficit/Hyperactivity Disorder: An Executive Function-Based Interpretation
Quelle	In: Mind, Brain, and Education, 6 (2012) 1, S.27-40 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1751-2271
DOI	10.1111/j.1751-228X.2011.01131.x
Schlagwörter	Attention Deficit Hyperactivity Disorder; Autism; Disabilities; Children; Reaction Time; Learning Processes; Computer Uses in Education; Games; Educational Technology; Computer Peripherals; Case Studies; Cognitive Processes + Suchen Sie Ihr Suchwort? Autismus; Handicap; Behinderung; Child; Kind; Kinder; Reaktionsvermögen; Learning process; Lernprozess; Computernutzung; Game; Spiel; Spiele; Unterrichtsmedien; Case study; Fallstudie; Case Study; Cognitive process; Kognitiver Prozess
Abstract	In this exploratory multiple case study, it is examined how a computer game focused on improving ineffective learning behavior can be used as a tool to assess, improve, and study real-time mouse behavior (MB) in different types of children: 18 children (3.8-6.3 years) with Autistic Spectrum Disorder (ASD), Attention Deficit/Hyperactivity Disorder (ADHD), or comorbid ASD and ADHD, and 5 effectively learning (EL) children (3.5-3.8 years). The children's MB processes, for example "Errors" and "Reaction times," were interpreted in terms of executive functions (EFs). Trajectories of averaged MB were compared among the groups of ASD, ADHD, comorbid, and EL children. Clinical groups showed differences in their MB, which were similar to the expected differences based on EF tests. In addition, a case study of a typical ASD, ADHD, and EL child was included in order to demonstrate typical individual MB patterns across time. MB processes might therefore provide a window into the processes of EF (dys)functioning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10