The Effectiveness of Direct Instruction Method Using Augmented Reality in Teaching Occupations to Individuals with Autism Spectrum Disorder

Introduction: This research aims to investigate the effectiveness of the direct instruction method, presented through augmented reality, in teaching occupations to individuals with autism spectrum disorder. Method: The study employed a multiple probe design across participants, a single-subject research model. The participants consisted of three individuals with autism spectrum disorder. Findings: The results showed that all three participants successfully acquired the target behaviors. It was observed that the participants maintained the learned behaviors for 2, 3, and 4 weeks after instruction and were able to demonstrate these behaviors even when different individuals provided the instructions. To assess the social validity of the study, the teachers of the participants provided positive feedback regarding the target behaviors and the direct instruction method using augmented reality. Discussion: The use of technology has increasingly expanded in various fields, including special education. One of the technological applications used in special education is augmented reality. Based on the results of this study, it can be concluded that the direct instruction method using augmented reality is effective in teaching occupations to individuals with autism spectrum disorder. Recommendations: This research could be conducted with different groups of disabilities. The social validity data were obtained from the participants’ teachers; future studies could gather insights directly from the participants and their parents. This study specifically examined the effectiveness of augmented reality applications. Future research could explore the effectiveness and efficiency of using augmented reality in conjunction with picture cards for teaching different skills. Lastly, additional findings could be generated by incorporating augmented reality applications in teaching various skills.