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Examining potential teacher bias of Hispanic males with emotional disturbances in virtual settings
Title
Examining potential teacher bias of Hispanic males with emotional disturbances in virtual settings.
Creator
Lopez, Angel, Dieker, Lisa, Wienke, Wilfred, Vasquez, Eleazar, Correa, Vivian, University of Central Florida
Abstract / Description
The importance of looking at student and teacher interactions holistically is essential and results in reflective teaching practices; consequently, the reflective practice of teaching needs to incorporate all facets of the teacher, known and unknown. This study looks at the potential influence of hidden biases towards adolescent Hispanic males and students with Emotional Behavior Disorders by observing preservice teacher (PT) interactions with students within a simulated classroom environment...
Show moreThe importance of looking at student and teacher interactions holistically is essential and results in reflective teaching practices; consequently, the reflective practice of teaching needs to incorporate all facets of the teacher, known and unknown. This study looks at the potential influence of hidden biases towards adolescent Hispanic males and students with Emotional Behavior Disorders by observing preservice teacher (PT) interactions with students within a simulated classroom environment. Factorial MANOVAs and Discriminant analyses revealed statistically significant interactions and relationships between participant level of bias and the identified student avatars. These exchanges were more prevalent with one student avatar by both experimental and control PTs; indicating that student characteristics and their differences are important factors that need to be considered when addressing issues related to bias.
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Date Issued
2012
Identifier
CFE0004403, ucf:49401
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0004403
An Analysis of Robot-Assisted Social-Communication Instruction for Young Children with Autism Spectrum Disorders
Title
An Analysis of Robot-Assisted Social-Communication Instruction for Young Children with Autism Spectrum Disorders.
Creator
Donehower, Claire, Vasquez, Eleazar, Dieker, Lisa, Marino, Matthew, Correa, Vivian, University of Central Florida
Abstract / Description
Social and communication deficits are a core feature of Autism Spectrum Disorders (ASD) and impact an individual's ability to be a full participant in their school environment and community. The increase in number of students with ASD in schools combined with the use of ineffective interventions have created a critical need for quality social-communication instruction in schools for this population. Technology-based interventions, like robots, have the potential to greatly impact students...
Show moreSocial and communication deficits are a core feature of Autism Spectrum Disorders (ASD) and impact an individual's ability to be a full participant in their school environment and community. The increase in number of students with ASD in schools combined with the use of ineffective interventions have created a critical need for quality social-communication instruction in schools for this population. Technology-based interventions, like robots, have the potential to greatly impact students with disabilities, including students with ASD who tend to show increased interest and engagement in technology-based tasks and materials. While research on the use of robots with these learners is limited, these technologies have been successfully used to teach basic social-communication skills. The purpose of this study was to examine the effects of a social-communication intervention for young children with ASD that is rooted in evidence-based practices and utilizes a surrogate interactive robot as the primary interventionist. This study utilized a multiple baseline design across behaviors to determine the impact of the robot-assisted intervention on the manding, tacting, and intraverbal skills of four, 3-year old students with ASD. The researchers found that this intervention was effective in increasing the rate of all three the target behaviors.
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Date Issued
2017
Identifier
CFE0006736, ucf:51852
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0006736