Viveros-Vélez, Viviana

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    Efectos de la retroalimentación visual versus la retroalimentación verbal en la participación de niños con autismo en las clases de Educación Física
    (2012) Viveros-Vélez, Viviana; Fernández, Margarita Y.; College of Arts and Sciences - Arts; Canabal, María Y; Quiñones, Carlos E.; Department of Kinesiology; Aponte, Aníbal
    The purpose of this study was to compare the visual feedback versus verbal feedback on the frequency of participation of students with autism in physical education classes. The following hypotheses were formulated to guide this study: Ho = There is no difference in the frequency of participation of students with autism to the type of feedback that is offered. Ha = Visual feedback increases the frequency of participation of students with autism more than verbal feedback. The ABA reversal design was used to track the behavior of the participants during the adapted physical education class. Data were collected by observing and coding the behaviors of students through the three stages (ABA). During the initial stage (A) the teacher used verbal feedback, during the intervention (B) visual feedback, and went back to verbal feedback during the final stage (A). Seven students diagnosed with autism were selected from a preschool group in Centro Espibi in Mayagüez. The teacher was trained on how he should offer both verbal and visual feedback to the participants before starting the recordings. A modification of the Rankin Interaction Analysis System (RIAS) designed by Rankin in 1978 was used to encode the behavior of the participants during the physical education class. Three students (two undergraduate and one graduate) of the Physical Education department at the University of Puerto Rico at Mayagüez served as observers, and were trained on how to code the data by the primary investigator. The interobserver agreement (IOA) was carried out at the end of the training and was performed again every five classes during the data collection of the investigation. The overall results were: video 5, 86% agreements and video 10, 85% agreements. During the three stages, the frequencies of behaviors SE (Smile student) and ME (Student movement) presented variability and the frequencies of the classes were declining each time. At the same time, behaviors FCE (Student frown) and FT (Off-task) also presented variability and the frequencies declined by each class. The results obtained in this study reject the alternative hypothesis (Ha) which holds that the visual feedback increases the participation of students with autism than verbal feedback. That is, both types of feedback influence the students’ participation likewise. Inconsistencies in the participant’s assistance to physical education classes, in teacher’s feedback administration and in the visual feedback strength as a positive reinforce within and between participants were observed. Nevertheless, although all participants reduced their movement participation in physical education, they also reduced their off-task behaviors.