Enhancing Social Skills in Autism Students with Augmented-Reality Picturebooks

Abstract

The objective of this study was to examine the effect of augmented-reality picturebooks on enhancing the social skills of students with autism spectrum disorder (ASD). Employing a multiple-probes design across subjects based on the single-subject research design, three students with ASD were engaged, receiving two forty-minute lessons per week, culminating in twelve lessons. This research encompassed a baseline period, an intervention period, and a maintenance period, with analyses conducted using visual analysis and C statistic. The research results found that augmented-reality picturebook courses had immediate and sustained effects on enhancing the “friendship skills” and “conflict management” of students with ASD. Based on the results, the researchers put forward practical suggestions.