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Using a 3D Simulation for Teaching Functional Skills to Students with Learning, Attentional, Behavioral, and Emotional Disabilities

Using a 3D Simulation for Teaching Functional Skills to Students with Learning, Attentional, Behavioral, and Emotional Disabilities

Maria-Ioanna Chronopoulou, Emmanuel Fokides
Copyright: © 2022 |Pages: 19
ISBN13: 9781668435427|ISBN10: 166843542X|EISBN13: 9781668435434
DOI: 10.4018/978-1-6684-3542-7.ch054
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MLA

Chronopoulou, Maria-Ioanna, and Emmanuel Fokides. "Using a 3D Simulation for Teaching Functional Skills to Students with Learning, Attentional, Behavioral, and Emotional Disabilities." Research Anthology on Physical and Intellectual Disabilities in an Inclusive Society, edited by Information Resources Management Association, IGI Global, 2022, pp. 993-1011. https://doi.org/10.4018/978-1-6684-3542-7.ch054

APA

Chronopoulou, M. & Fokides, E. (2022). Using a 3D Simulation for Teaching Functional Skills to Students with Learning, Attentional, Behavioral, and Emotional Disabilities. In I. Management Association (Ed.), Research Anthology on Physical and Intellectual Disabilities in an Inclusive Society (pp. 993-1011). IGI Global. https://doi.org/10.4018/978-1-6684-3542-7.ch054

Chicago

Chronopoulou, Maria-Ioanna, and Emmanuel Fokides. "Using a 3D Simulation for Teaching Functional Skills to Students with Learning, Attentional, Behavioral, and Emotional Disabilities." In Research Anthology on Physical and Intellectual Disabilities in an Inclusive Society, edited by Information Resources Management Association, 993-1011. Hershey, PA: IGI Global, 2022. https://doi.org/10.4018/978-1-6684-3542-7.ch054

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Abstract

The study presents results from the use of a 3D simulation for teaching functional skills to students with learning, attentional, behavioral, and emotional disabilities, attending regular schools. An A-B single-subject study design was applied. The participating students (eight eight-to-nine years old) explored the simulation (a virtual school), encountered situations in which they observed how they are expected to behave, and had to demonstrate what they have learned. Each student attended a total of four two-hour sessions. Data were collected by means of observations and semi-structured interviews. All students demonstrated improved functional skills both in terms of the number of behaviors they acquired and in terms of those that were retained and manifested in the real school environment. On the basis of the results, it can be argued that 3D simulations are a promising tool for teaching functional skills to students with disabilities.

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