Study on Digital Visual Support Intervention: A Review of The Influence of Engagement and Motivation on Students with Autism

Ahmad, W. F. W., & Zulkharnain, N. A. B. (2020). Development of a mobile application using augmentative and alternative communication and video modelling for autistic children. Global Business & Management Research, 12(4).
Alsawaier, R. S. (2018). The effect of gamification on motivation and engagement. International Journal of Information and Learning Technology, 35(1), 56–79. https://doi.org/10.1108/IJILT-02-2017-0009
Babb, S., McNaughton, D., Light, J., & Caron, J. (2021). “Two friends spending time together”: The impact of video visual scene displays on peer social interaction for adolescents with autism spectrum disorder. Language, speech, and hearing services in schools, 52(4), 1095-1108.
Babcock, S. (2020). Using Video Modeling to Teach Social Skills to Students with Disabilities. Doctoral dissertation, University of Georgia.
Bakar, N. H. A., Yusof, F. H. M., & Abd Hamid, M. (2020). Implementation of Teach Programs in The Mathematical Pedagogy to The Students with Autism. In International Conference on Special Education In South East Asia Region 10th Series 2020 (pp. 306-316). Redwhite Press.
Barczak, M. A. (2020). Using visual supports to teach vocational skills to students with significant intellectual disabilities. Doctoral thesis, The Ohio State University.
Bruhn, A., Hirsch, S., & Vogelgesang, K. (2017). Motivating Instruction? There’s an App for That!. Intervention in School and Clinic, 52(3), 163-169.
Christenson, S., Reschly, A. L., & Wylie, C. (2012). Handbook of research on student engagement (Vol. 840). New York: Springer.
Escobedo, L., Nguyen, D. H., Boyd, L., Hirano, S. H., Rangel, A., García-Rosas, D., ... & Hayes, G. R. (2012). MOSOCO: A Mobile Assistive Tool to Support Children with Autism Practicing Social Skills in Real-Life Situations.
Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59-109. http://dx.doi.org/10.3102/00346543074001059
Fredricks, J. A., Reschly, A. L., & Christenson, S. L. (Eds.). (2019). Handbook of student engagement interventions: working with disengaged students. Academic Press. https://doi.org/10.1016/C2016-0- 04519-9
Hart, S. R., Stewart, K., & Jimerson, S. R. (2011). The student engagement in schools questionnaire (SESQ) and the teacher engagement report form-new (TERF-N): Examining the preliminary evidence. Contemporary School Psychology: Formerly" The California School Psychologist", 15(1), 67-79.
Hong, J.-C., Chuang, C.-Y., & Sher, Y. (2021). Effects and motivation/engagement of an interactive digital game for special education students in elementary school: A case study analysis. Journal of Rehabilitation Practices and Research, 2(1), 1–14. https://doi.org/10.33790/jrpr1100118.
Kamaruzaman, M. F., Nor, H. M., & Azahari, M. H. H. (2016). Using touchscreen technology to support basic numeracy learning process for high functioning children with autism. Turkish Online Journal of Educational Technology, 2016 (7), 632–639.
Keen, D., Pennell, D., Muspratt, S., & Poed, S. (2011). Teacher self-report on learner engagement strategies in the early years classroom. Australian Educational Researcher, 38(3), 293–310. https://doi.org/10.1007/s13384-011-0029-5
Kellems, R. O., Frandsen, K., Cardon, T. A., Knight, K., & Andersen, M. (2018). Effectiveness of static pictures vs. video prompting for teaching functional life skills to students with autism spectrum disorders. Preventing School Failure, 62(2), 129–139. https://doi.org/10.1080/1045988X.2017.1393790
Kientz, J. A., Hayes, G. R., Goodwin, M. S., Gelsomini, M., & Abowd, G. D. (2019). Interactive technologies and autism. Synthesis lectures on assistive, rehabilitative, and health-preserving technologies, 9(1), i-229.
Lepola, J., Mattinen, A., & Salonen, P. (2007). Child behavior and motivation rating scale in adult-guided crafts and activity situations in a day-care center.
Ministry of Education. (2013). Special Education Data 2019 Malaysia Education Blueprint 2013-2025 (Preschool to Post-Secondary Education). Putrajaya: Ministry of Education Malaysia.
Ministry of Education. (2020). Special Education Data 2020. Putrajaya: Ministry of Education Malaysia.
Ministry of Education. (2021). Special Education Data 2020. Putrajaya: Ministry of Education Malaysia.
Newmann, F. M. (1986). Priorities for the future: Toward a common agenda. Social Education, 50(4), 240-250.
Patchan, M. M., & Puranik, C. S. (2016). Using tablet computers to teach preschool children to write letters: Exploring the impact of extrinsic and intrinsic feedback. Computers & Education, 102, 128–137. https://doi.org/10.1016/j.compedu.2016.07.007
Pérez-Fuster, P., Sevilla, J., & Herrera, G. (2019). Enhancing daily living skills in four adults with autism spectrum disorder through an embodied digital technology-mediated intervention. Research in Autism Spectrum Disorders, 58, 54–67. https://doi.org/10.1016/j.rasd.2018.08.006.
Rani, N. M., Ramli, S. H., Legino, R., Azahari, M. H. H., & Kamaruzaman, M. F. (2016). Comparative study on the engagement of students with autism towards learning through the use of mobile technology based visual schedule.
Rutherford, M., Baxter, J., Grayson, Z., Johnston, L., & O’Hare, A. (2020). Visual supports at home and in the community for individuals with autism spectrum disorders: A scoping review. Autism, 24(2), 447-469.
Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25(1), 54-67.
Ryan, R. M., & Deci, E. L. (2017). Self-determination theory: Basic psychological needs in motivation, development, and wellness. New York: Guilford.
Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. Contemporary Educational Psychology, 61, 101860.
Shminan, A. S., Choi, L. J., & Sharif, S. (2020). AutiTEACCH: Mobile-based Learning in a Structured Teaching Approach for Autistic Children Caregivers. In 2020 International Conference on Informatics, Multimedia, Cyber and Information System (ICIMCIS) (pp. 259-264). IEEE.
Simeoli, R., Arnucci, M., Rega, A., & Marocco, D. (2019). A comparison between digital and traditional tools to assess autism: Effects on engagement and performance. CEUR Workshop Proceedings, 2524.
Solano, A. (2020). Bridging Communication Deficits in Preschool Children Diagnosed with Autism Spectrum Disorder, a Review of Literature in Technology Aided Instruction and Intervention. [Doctoral Dissertation, Alliant International University]. ProQuest Dissertations and Theses, 111.
Stuart, S., & Collins, J. C. (2019). Special education transition services for students with autism. In Special Education Transition Services for Students with Disabilities (Vol. 35, pp. 99-116). Emerald Publishing Limited.
Valencia, K., Rusu, C., Quinones, D., & Jamet, E. (2019). The impact of technology on people with autism spectrum disorder: A systematic literature review. Sensors (Switzerland), 19(20), 1–22. https://doi.org/10.3390/s19204485
Vuorikari, R., Punie, Y., & Cabrera Giraldez, M. (2020). Emerging technologies and the teaching profession: Ethical and pedagogical considerations based on near-future scenarios.

In-Text Citation: (Anblagan et al., 2023)
To Cite this Article: Anblagan, T., Ahmad, N. A., & Roslan, S. (2023). Study on Digital Visual Support Intervention: A Review of The Influence of Engagement and Motivation on Students with Autism. International Journal of Academic Research in Progressive Education and Development, 12(2), 1373–1380.

Copyright: © 2023 The Author(s)
Published by Human Resource Management Academic Research Society (www.hrmars.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode