Development and Evaluation of a Computer-Animated Tutor for Vocabulary and Language Learning in Children with Autism

Shamil Javed, Biology, William Paterson University

Abstract
Autistic children were tutored in vocabulary and grammar using Baldi, a computer animated tutor, and scientists assessed the effect of animated tutoring, multimedia, animated speech on the vocabulary learning of Autistic children. Using the Language Wizard/Player to implement Baldi, scientists were able to devise a lesson plan comprising of identifying pictures and spoken words. Two experiments were conducted. In Experiment 1, eight children demonstrated learning capabilities through a number of diagnostic evaluations and tutorials. 30 days later reassessment tests were given In order to evaluate the mastery of the vocabulary terms. Results showed an increase in vocabulary and grammar. A second within-subject design consisting of six children adhered to a multiple standard design and recorded that the program was responsible for the comprehension of an increase in vocabulary. The research conveyed that autistic children hold the ability to learn and utilize a new language through an automated program, focused upon a computer-animated agent, mixed media, and an active engagement.

Methods
The purpose of this study was to measure the effectiveness of Language Wizard/ Player in two schools with day programs for autistic children. Researchers wanted to first examine whether children with autism are capable of learning new vocabulary and grammar. Three steps were performed: a diagnostic assessment, training and testing, and a post-exam 30 days later. Experiment 1: Nine children diagnosed with autism, one girl and eight boys, ranging in age from 7 to 12 years were recruited from two day programs for children with autism. Students completed two sessions a week, a minimum of two lessons per session, with an average of three, and sometimes as many as eight. The sessions lasted between 10 and 40 minutes. A total of 559 different vocabulary items were selected from the school curriculum, magazines, books, and image banks, generating a total of over 84 unique vocabulary lessons. The students were given a unique curriculum based on their own abilities. Experiment 2: In order to confirm that the Language Wizard/Player was, in fact, responsible for the learning and not an outside source, a second experiment was conducted. Teachers and speech therapists agreed not to use the same vocabulary in their own lessons. There were three sessions of training: pre-training, training and prost-test. Researchers randomly separated words into the three sessions, developed unique pre-training performances, and training on one set of words while examining performance for both the trained and untrained set of words.

Results
Overall, the study proved that Language Wizard/Player increased language learning in autistic children. It also proved that autistic children are capable of learning through a computer-animated tutor. In Experiment 1, students grasped a significant number of words and were able to recall 85% of new words 30 days later. [Fig. 3] Students were able to recall more words during the Stage 3, (post test) than the initial assessment. In Experiment 2, performance differed dramatically in children and through the word sets during pre-training sessions. The students were able to use the vocabulary they learned through the Language Wizard/Player into a new environment. The study also confirmed that the students were, in fact, learning from Baldi.

Discussion/Conclu sion
The purpose of this study was to discover the effect of a computer-animated tutor on the language learning ability of children with autism. Two studies were conducted; experiment 1 concluded that autistic children were able to recall new words learned through Language Wizard/Player. Experiment 2 confirmed that the learning and comprehension was due to the Language Wizard/Player and not an outside variable. This study demonstrated that the Language Wizard/Player is effective in teaching new vocabulary. The study did not evaluate whether students used the vocabulary in their everyday use. Previous research showed that autistic children are not able to transfer new words into spontaneous speech. Future research with the Language Wizard/Player will investigate the degree to which computer-animated tutoring can be used in social situations. Students enjoyed working with Baldi because, as opposed to a human instructor, Baldi was available 24 hours a day, 7 days a week and could spend unlimited time with the students. Instruction occurs one-on- one with the student and the student is able to interact without the stress of social interaction most autistic children experience. Baldi also does not become frustrated with autistic children, therefore making a computer-animated learning tutor quite advantageous.

Introduction
Autism is a developmental disorder which emerges during the first 3 years of life. Autism affects perceptual, cognitive and social development. Children affected by Autism have difficulty in communication, language, motor skills, speech, and thinking abilities. [3] One of the leading symptoms of diagnosing Autism is the inability to produce and comprehend spoken language. [1] Majority of autistic children have difficulty communicating language towards others. The meaning and comprehension of words, vocabulary is lost to them. They may be able to read but will not apprehend the material. [2] Experts estimate that nearly 25% children affected by Autism may never develop spoken language skills. [2] Unfortunately, an autistic child may posses language abilities but will be unable to utilize it in a new environment surrounded by new stimuli, new individuals. [1] Text and visual images of the vocabulary in combination with the sound of the words and definitions aids in improving memory. [1] Researchers predict that using Baldi as a computer tutor will increase language learning in children affected by autism. [1] Baldi is predicted to work because effective programs for special needs should include: a lesson plan addressing the ability to be utilized and comprehend language and interact socially, highly supportive teaching environments and generalization strategies, and learning environments that are predictable and routine.[1] Interacting with a computer-animated tutor as opposed to a real-life tutor eases the stress of social interaction upon autistic children. Baldi was implemented in a Language Wizard/Player and this application allowed the use of developing vocabulary, language and learning skills. An independent study (Barker, 2003) showed of the students vocabulary development showed that the students tutored by the Language Wizard/Player for word development showed a significant gain in vocabulary during training. Results showed that when a postexam was given 30 days later, the students recalled 55% of the words [1]

Works Cited
1. Bosseler, Alexis, and Dominic W. Massaro. "Development and Evaluation of a Computer-Animated Tutor for Vocabulary and Language Learning in Children with Autism." Journal of Autism and Developmental Disorders 33.6 (2003): 653-72. Print. 2. United States. U.S. DEPARTMENT OF HEALTH & HUMAN SERVICES. NATIONAL INSTITUTE ON DEAFNESS AND OTHER COMMUNICATION DISORDERS. Communication Problems in Children with Autism. [Bethesda, Md.]: U.S. Dept. of Health & Human Services, National Institutes of Health, National Institute on Deafness and Other Communication Disorders, 2010. Print. 3. Zieve/A.D.A.M, David Editorial. "Autism." Autism. U.S. National Library of Medicine, 16 May 2012. Web. 25 Nov. 2012. <http://www.ncbi.nlm.nih.gov/pubmedhealth/PMH0002 494/>.