Interactive Fiction story to teach college readiness executive functioning skills to college-bound students with ASD and ADHD

互动小说故事，向患有自闭症谱系障碍 (ASD) 和多动症 (ADHD) 的大学学生传授大学准备执行功能技能

• 批准号: 10748327
• 负责人: marty schultz
• 金额: $ 27.74万
• 依托单位: OBJECTIVE ED, INC.
• 依托单位国家: 美国
• 财政年份: 2023
• 资助国家: 美国
• 起止时间: 2023-09-01 至 2025-05-31
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10748327
• 关键词: 21 year old; Address; Advocacy; Age; Area; Attention deficit hyperactivity disorder; Binding; Biomedical Research; Businesses; College Preparation; Computers; Development; Disabled Children; Disabled Persons; Education; Educational Curriculum; Educational process of instructing; Employment; Enrollment; Environment; Funding; Goals; Independent Living; Informal Social Control; Instruction; Learning; Marketing; Measurement; Measures; Mission; Monitor; National Institute of General Medical Sciences; Occupations; Outcome; Persons; Phase; Probability; Professional counselor; Research; Research Personnel; Risk; Self Determination; Services; Small Business Innovation Research Grant; Social Interaction; Special Education; Students; System; Testing; Training; Trust; Vocational rehabilitation; Work; Youth; autism spectrum disorder; college; design; digital; executive function; experience; fictional works; improved; innovation; public education; recruit; school district; skills; success; tool; university student; usability; virtual

Project Summary: (30 lines) CTS – College Transition Stories This Phase I SBIR project will determine the feasibility of using an Accessible Interactive Fiction (AIF) story to help students with autism spectrum disorder (ASD), 16 to 21 years old, who are college-bound (CBASD), to improve their ability to succeed in a college environment. Research has shown that practicing college readiness skills leads to improve college enrollment and graduation outcomes for CBASD students. However, due to the severe shortage of counselors to work with these students, these students become unnecessarily at risk for failing at college. We will build an AIF story game, College Transition Stories (CTS), that will enable a CBASD student to practice and improve their college readiness skills. CTS will ameliorate the counselor shortage by enabling: (1) the student to independently practice college readiness skills between sessions with the counselor, (2) the student to learn in a virtual non-threatening, safe environment, as they experience the outcomes of their college readiness skill decisions, and (3) the counselor to review the student’s college readiness skills decisions and adjust instruction to address any areas where additional instruction is needed. This Phase I project will answer the Specific Question: “To what extent do CBASD students find an AIF story game to be a usable and engaging system to practice College Readiness skills?”. This question will be answered through three Specific Aims (SA). In SA-1, we define the requirements for the AIF story game. In SA-2, we create the AIF story game. In SA-3, we assess the AIF story game’s usability and engagement by recruiting 20 CBASD students to use the AIF story game and then measure the student’s rating of the story’s usability and engagement. Improving college readiness skills for CBASD students aligns with the 2021 NIGMS mission: To enhance the diversity of the scientific workforce. And Encouraging Diversity in Biomedical Research, including people with disabilities, is one of the Cross-Cutting NIGMS Themes.

项目摘要：（ 30行） CTS - 大学过渡故事 这个阶段I SBIR项目将确定使用可访问的互动小说（AIF）故事的可行性 自闭症谱系障碍的学生（ASD），16至21岁，他们是大学的（CBASD），以改善他们的 在大学环境中取得成功的能力。研究表明，练习大学准备技能可以提高 CBASD学生的大学入学和毕业成果。但是，由于严重的计数短缺 与这些学生一起工作，这些学生在大学失败的风险中变得不必要。 我们将建立一个AIF故事游戏，大学过渡故事（CTS），这将使CBASD学生能够练习和 提高他们的大学准备能力。 CTS将通过启用来改善辅导员的短缺：（1）学生 独立练习与辅导员会议之间的大学准备技能，（2） 无威胁，安全的环境，因为他们体验了大学准备技能决策的结果，以及（3） 辅导员审查学生的大学准备技能决策并调整指导，以解决任何领域 需要附加说明。 该阶段I项目将回答一个具体的问题：“ CBASD学生在多大程度上找到了一个AIF故事游戏 成为一个可用且引人入胜的系统来练习大学准备技能吗？”。这个问题将通过 三个特定目标（SA）。在SA-1中，我们定义了AIF故事游戏的要求。在SA-2中，我们创建了AIF故事 游戏。在SA-3中，我们通过招募20名CBASD学生来评估AIF故事游戏的可用性和参与度 AIF故事游戏，然后测量学生对故事的可用性和参与度的评分。改善大学 CBASD学生的准备技能与2021 Nigms任务保持一致：增强科学的多样性 劳动力。鼓励生物医学研究的多样性，包括残疾人，是 跨切割的nigms主题。