The Use of an Autonomous Pedagogical Agent and Automatic Speech Recognition for Teaching Sight Words to Students With Autism Spectrum Disorder

Abstract

In the current study, we examined the effects of an instructional package comprised of an autonomous pedagogical agent, automatic speech recognition, and constant time delay during the instruction of reading sight words aloud to young adults with autism spectrum disorder. We used a concurrent multiple baseline across participants design to evaluate the efficacy of intervention and conducted post-treatment probes to assess maintenance and generalization. Our findings suggest that all three participants acquired and maintained new sight words and demonstrated generalized responding.