COMPUTER ANIMATED LEARNING INTERVENTIONS FOR SPECIAL NEEDS CHILDREN: AN EFFECTIVENESS STUDY

Abstract

This study helps to completely understand the extent to which animated teaching materials can improve daily living skills, more particularly brushing and bathing, among children with special needs aged between 3 to 6 years. 30 purposively selected children diagnosed as having Autism Spectrum Disorder (ASD) and Intellectual Disability (ID) formed the subjects of a six-month intervention carried out in Child Guidance Clinics located in and around Mangalore. The intervention was prepared with a view to presenting pictorial detail of self-help routines, through animated videos shaped with chaining techniques. The weekly levels of participation were rated on a five-point system; Kendall's tau-b correlation is used to test improvement.

The results showed a clear and statistically significant enhancement of brushing and bathing skills over time. Children showed marked decreases in minimal engagement and increases in high engagement and full Independence at the end of the intervention study. Statistical results showed a positive correlation with the duration of the intervention in improving daily living skills. Thus, these findings offer concrete evidence in favor of the efficacy of cartoons as an attractive and effective mode of instruction in early intervention and special education settings. Through visual learning firmly embedded in structured behavioural techniques, the cartoon will facilitate the drive toward achieving independent functioning by children with developmental difficulties.