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Cited by 419Autism Spectrum Disorder ResearchSocial Robot Interaction and HRIIntelligent Tutoring Systems and Adaptive Learning

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Development and Evaluation of a Computer-Animated Tutor for Vocabulary and Language Learning in Children with Autism

Bosseler, Alexis, Massaro, Dominic W.·2003·Journal of Autism and Developmental Disorders
DOI 10.1023/b:jadd.0000006002.82367.4f
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Abstract

Using our theoretical framework of multimodal processing, we developed and evaluated a computer-animated tutor, Baldi, to teach vocabulary and grammar for children with autism. Baldi was implemented in a Language Wizard/Player, which allows easy creation and presentation of a language lesson involving the association of pictures and spoken words. The lesson plan includes both the identification of pictures and the production of spoken words. In Experiment 1, eight children were given initial assessment tests, tutorials, and reassessment tests 30 days following mastery of the vocabulary items. All of the students learned a significant number of new words and grammar. A second within-subject design with six children followed a multiple baseline design and documented that the program was responsible for the learning and generalization of new words. The research indicates that children with autism are capable of learning new language within an automated program centered around a computer-animated agent, multimedia, and active participation and can transfer and use the language in a natural, untrained environment.

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  • Research on the extent to which individuals on the Autism Spectrum have a deficit in language ability is mixed, but findings generally point to a deficit.

    “Research regarding the extent to which individuals on the Autism Spectrum have a deficit in their ability to perceive emotions in the face (cf. Harms et al., 2010) and a deficit in language ability (cf. Bosseler and Massaro, 2003) is mixed, however findings generally point to a deficit in both.”

    From A psychometric analysis of the reading the mind in the eyes test: toward a brief form for research and applied settings (2015) · cites this paper as Bosseler and Massaro, 2003

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Metadata

Authors
Bosseler, A., & Massaro, D. W.
Affiliations
University of California, Santa Cruz (US)
Corresponding author
Bosseler, Alexis
ORCID
Venue
Journal of Autism and Developmental Disorders
Publisher
Springer Science and Business Media LLC
Published
2003-12
Volume
33
Issue
6
Pages
653-672
ISSN
  • 0162-3257 (ISSN-L)
  • 1573-3432
DOI
10.1023/b:jadd.0000006002.82367.4f
OpenAlex
W1981710139
Cited by
419
References
2
Citations by year
2026: 2 · 2025: 7 · 2024: 8 · 2023: 31 · 2022: 12 · 2021: 16 · 2020: 15 · 2019: 16 · 2018: 26 · 2017: 20 · 2016: 30 · 2015: 23 · 2014: 34 · 2013: 37 · 2012: 28
FWCI
5.55
Type
journal article
Language
en
Open access
closed
Licence
Locations
  • Journal of Autism and Developmental Disorders (publishedVersion)
  • PubMed (publishedVersion)
Funders
  • National Science Foundation
  • National Institute on Deafness and Other Communication Disorders (R01DC000236, R01 DC 00236)
Topics
  • Life Sciences › Neuroscience › Cognitive Neuroscience › Autism Spectrum Disorder Research
  • Social Sciences › Psychology › Social Psychology › Social Robot Interaction and HRI
  • Physical Sciences › Computer Science › Artificial Intelligence › Intelligent Tutoring Systems and Adaptive Learning
Keywords
autism spectrum disorder, vocabulary acquisition, grammar instruction, multimodal processing, picture-word association, language learning, children
MeSH terms
Autistic Disorder, Child, Computer-Assisted Instruction, Computer Simulation, Female, Humans, Language, Male, Teaching, Verbal Learning, Vocabulary

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