Sylvie Serret|Stéphanie Hun|Susanne Thümmler|Prescillia Pierron|Andréia Santos|J. Bourgeois|Florence Askénazy
Teaching Literacy Skills to French Minimally Verbal School-Aged Children with Autism Spectrum Disorders with the Serious Game SEMA-TIC: An Exploratory Study
Cognition Behaviour Technology|Lenval Foundation|Cognition Behaviour Technology|Lenval Foundation|Cognition Behaviour Technology|Lenval Foundation|Lenval Foundation|Lenval Foundation|Cognition Behaviour Technology|Lenval Foundation|Cognition Behaviour Technology|Lenval Foundation
learning read challenging children autism spectrum disorders asd also important give access new knowledge even challenging minimally verbal children verbal abilities learn usual methods address learning literacy skills french minimally verbal schoolaged children asd designed serious game sematic relies nonverbal cognitive skills uses specific learning strategies adapted features autistic individuals study investigated usability sematic terms adaptability efficiency effectiveness acquisition literacy skills french minimally verbal schoolaged children asd twentyfive children asd functional language participated study children training group received sematic training 23 weeks average intervention provided children nontraining group results indicated sematic presents suitable usability participants able play adaptability complete training efficiency acquire significant literacy skills effectiveness indeed literacy skills training group significantly improved training measured specific experimental tasks alphabet knowledge word reading wordnonword discrimination sentence reading word segmentation p 0001 compared nontraining group importantly 3 12 children training group could considered word decoders end intervention whereas children nontraining group became able decode words efficiently present study thus brings preliminary evidence french minimally verbal schoolaged children asd able learn literacy skills sematic specific computerized intervention consisting serious game based nonverbal cognitive skills