EFFECT OF COMPUTER ASSISTED INSTRUCTIONS ON PREWRITING SKILLS OF PUPILS WITH AUTISM IN IBADAN, NIGERIA

Abstract

Pupils with Autism typically experience delays in functional motor skills, in addition to attention deficits, which hamper their transition to formal writing. These challenges could impede their academic progression later on. This study examined whether Computer-Assisted Instruction (CAI) had an effect on pre-writing skills of pupils with Autism. A quasi-experimental pretest-posttest control group design was adopted, and 10 purposively selected pupils with autism aged 4–8 years participated. The moderating effects of Autism severity (mild, moderate, severe) and level of parental involvement (low, moderate, high) were also examined. Diagnostic and Statistical Manual of Mental Disorders-V was used to screen for autism as well as the degree of autism; Pre-writing Skills Package Test (r = 0.81) to assess prewriting skills, and Adapted Parent Involvement Questionnaire for Autism (r = 0.78) to determine the level of parental involvement. The computer-assisted instruction pre-writing package was used for the intervention group. Treatment lasted eight weeks. Analysis of Covariance (ANCOVA) and post-hoc tests were used to analyse data at a 0.05 level of significance. Results showed a significant main effect of CAI on post-test pre-writing skill scores (F(1,1) = 558.037, p < .05, η² = .560. The other two and three-way interaction effects were reported accordingly. Educators and clinicians are encouraged to incorporate CAI when teaching pre-writing skills to this population.