Impact of the Lingokids AI-Based Intervention on Classroom Engagement, Social Interaction, and School Attendance of Students with Autism Spectrum Disorder
DOI:
https://doi.org/10.62843/jssr.v5i4.677Keywords:
Autism Spectrum Disorder, Social Interaction, Classroom Engagement, School Attendance, Punctuality, AI-Based Learning, Lingokids, Inclusive Education, Single-Subject DesignAbstract
The article analyzed the effect of the Lingokids AI-based intervention on social interaction, classroom engagement, and attendance of a student with Autism Spectrum Disorder (ASD). A multiple-baseline across-behaviors single-subject experimental design (SSED) was used. One student with ASD was selected using a purposive sampling method. The assessment was done using the Structured Observation-based Rating Scale of School Participation in the baseline, intervention, and maintenance. Data analysis was done using visual analysis and Tau-U effect size. Findings showed definite improvements across all areas. The levels of classroom engagement were raised at the baseline (12) and maintained at the maximum level (4). Social interaction increased to the higher levels (3.3-4) as compared to the baseline (1-2). There was an immediate improvement in attendance and punctuality between 1 and 4. The analysis of effect size showed that baseline to intervention effects were very large (Tau-U = 0.95-1.00, p <.001) and moderate maintenance effects. The single-subject design restricts generalization. It needs more studies with more extensive samples and a longer period. The results indicate the use of AI-based applications to improve the engagement and participation of students with ASD in classrooms. The research gives empirical data about the success of Lingokids in enhancing various areas of school involvement in a natural classroom setting.
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