School of Education


Doctor of Education (EdD)


Barbara Jordan-White


apps, autism spectrum disorder, graphic organizers, inquiry-based learning, memory, vocabulary




This study represents a quantitative approach to research, which was focused on information retrieval in children with autism spectrum disorder (ASD), who attended inquiry-based classes in British international primary schools in Hong Kong. A single-subject multiple probe across behaviors, with concurrent replication across five participants, was the research design, which was used to study the effects of both the Popplet app and Futaba Classroom Games for Kids app on the ability of 7-11 year old children with ASD to learn vocabulary words for an International Baccalaureate Primary Years Programme (PYP) Unit of Inquiry. The study also examined the effects of the use of these two apps on the ability of each participant to use those vocabulary words during speaking activities in the inclusive classroom and on the end-of-unit reflection sheet. In order to collect data, the researcher used: (a) probe sessions, (b) systematic observations during lessons, and (c) analysis of written or verbal responses for the end-of-unit reflection sheet. Graphic analysis was conducted through visual inspection of graphs as well as by calculation of: (a) data trends, (b) absolute level change, (c) relative level change, (d) level stability, and (e) the percentage of non-overlapping data (PND). The results indicated a functional relationship between the intervention and the ability of each participant to learn and use targeted vocabulary words.

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