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.

项目概要：（30行） CTS – 大学转型故事 第一阶段 SBIR 项目将确定使用无障碍互动小说 (AIF) 故事来帮助解决问题的可行性 16 至 21 岁、即将上大学 (CBASD) 的患有自闭症谱系障碍 (ASD) 的学生，以提高他们的 研究表明，练习大学准备技能可以提高在大学环境中取得成功的能力。 CBASD 学生的大学入学和毕业结果 然而，由于辅导员严重短缺。 如果与这些学生一起工作，这些学生就会不必要地面临大学失败的风险。 我们将构建一个 AIF 故事游戏，即大学过渡故事 (CTS)，它将使 CBASD 学生能够练习和 提高他们的大学准备技能 CTS 将通过以下方式改善辅导员的招聘：(1) 学生能够 在与辅导员的会议之间独立练习大学准备技能，(2) 学生在虚拟环境中学习 无威胁、安全的环境，因为他们体验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定并调整指导以解决任何问题 需要额外的指导。 该第一阶段项目将回答以下具体问题：“CBASD 学生在多大程度上发现 AIF 故事游戏 成为一个可用且有吸引力的系统来练习大学准备技能？”。 三个具体目标 (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。 在 SA-3 中，我们通过招募 20 名 CBASD 学生使用 AIF 故事游戏来评估其可用性和参与度。 AIF 故事游戏，然后衡量学生对故事可用性和参与度的评分。 CBASD 学生的准备技能与 2021 年 NIGMS 的使命相一致：增强科学的多样性 鼓励生物医学研究的多样性，包括残疾人，是其中之一。 跨领域 NIGMS 主题。