Leveraging visual spatial abilities to unlock speech: an arts-based interdisciplinary approach to promoting inclusion and equity for children with Autism / Muhamad Hafiz Hassan ... [et al.]
This paper investigates the relationship between visual-spatial abilities, cognitive factors, affective factors, and speech fluency achievement in children with Autism Spectrum Disorder (ASD). ASD impacts communication, behaviour, and thinking. Children with ASD often exhibit speech fluency difficul...
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| Format: | Article |
| Language: | en |
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Universiti Teknologi MARA, Perak
2024
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| Online Access: | https://ir.uitm.edu.my/id/eprint/97113/1/97113.pdf https://doi.org/10.24191/idealogy.v9i1.513 https://ir.uitm.edu.my/id/eprint/97113/ https://idealogyjournal.com/ojs/index.php/idealogy/issue/view/24 |
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| _version_ | 1833320943573794816 |
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| author | Hassan, Muhamad Hafiz Wardi, Rainal Hidayat Abdullah, Mohamad Hariri Isa, Badrul |
| author_facet | Hassan, Muhamad Hafiz Wardi, Rainal Hidayat Abdullah, Mohamad Hariri Isa, Badrul |
| author_sort | Hassan, Muhamad Hafiz |
| building | Tun Abdul Razak Library |
| collection | Institutional Repository |
| content_provider | Universiti Teknologi Mara |
| content_source | UiTM Institutional Repository |
| continent | Asia |
| country | Malaysia |
| description | This paper investigates the relationship between visual-spatial abilities, cognitive factors, affective factors, and speech fluency achievement in children with Autism Spectrum Disorder (ASD). ASD impacts communication, behaviour, and thinking. Children with ASD often exhibit speech fluency difficulties, which can inhibit academic success. However, individuals with ASD possess strong visual-spatial abilities for processing visual information. This study hypothesized that visual-spatial abilities influence speech fluency through cognitive factors (prior knowledge, executive functions) and affective factors (self-efficacy, attitude). A conceptual framework integrated Novak’s Meaningful Learning Model examining relationships between cognitive, affective, and achievement factors. A quantitative methodology utilized questionnaires to collect data for statistical analysis. Results revealed positive, significant effects of cognitive and affective factors on speech fluency. Mediation analysis found partial mediator effects for prior knowledge, attitude, and executive functions between visual-spatial abilities and speech fluency. Findings supported an integrated Visual-Spatial Mediated Model of Speech Fluency in ASD Children (i-VSM). This model can guide interventions to improve speech and language outcomes for children with ASD, supporting their educational development and success. Findings have implications for supporting the UN Sustainable Development Goals on quality education and reduced inequalities for disadvantaged children. |
| format | Article |
| id | my.uitm.ir-97113 |
| institution | Universiti Teknologi Mara |
| language | en |
| publishDate | 2024 |
| publisher | Universiti Teknologi MARA, Perak |
| record_format | eprints |
| spelling | my.uitm.ir-971132024-06-20T04:02:11Z https://ir.uitm.edu.my/id/eprint/97113/ Leveraging visual spatial abilities to unlock speech: an arts-based interdisciplinary approach to promoting inclusion and equity for children with Autism / Muhamad Hafiz Hassan ... [et al.] idealogy Hassan, Muhamad Hafiz Wardi, Rainal Hidayat Abdullah, Mohamad Hariri Isa, Badrul Blended learning. Computer assisted instruction. Programmed instruction Educational psychology Learning. Learning strategies Special subjects, characters, persons, religious arts, etc. This paper investigates the relationship between visual-spatial abilities, cognitive factors, affective factors, and speech fluency achievement in children with Autism Spectrum Disorder (ASD). ASD impacts communication, behaviour, and thinking. Children with ASD often exhibit speech fluency difficulties, which can inhibit academic success. However, individuals with ASD possess strong visual-spatial abilities for processing visual information. This study hypothesized that visual-spatial abilities influence speech fluency through cognitive factors (prior knowledge, executive functions) and affective factors (self-efficacy, attitude). A conceptual framework integrated Novak’s Meaningful Learning Model examining relationships between cognitive, affective, and achievement factors. A quantitative methodology utilized questionnaires to collect data for statistical analysis. Results revealed positive, significant effects of cognitive and affective factors on speech fluency. Mediation analysis found partial mediator effects for prior knowledge, attitude, and executive functions between visual-spatial abilities and speech fluency. Findings supported an integrated Visual-Spatial Mediated Model of Speech Fluency in ASD Children (i-VSM). This model can guide interventions to improve speech and language outcomes for children with ASD, supporting their educational development and success. Findings have implications for supporting the UN Sustainable Development Goals on quality education and reduced inequalities for disadvantaged children. Universiti Teknologi MARA, Perak 2024-04 Article PeerReviewed text en https://ir.uitm.edu.my/id/eprint/97113/1/97113.pdf Leveraging visual spatial abilities to unlock speech: an arts-based interdisciplinary approach to promoting inclusion and equity for children with Autism / Muhamad Hafiz Hassan ... [et al.]. (2024) Idealogy Journal <https://ir.uitm.edu.my/view/publication/Idealogy_Journal/>, 9 (1). pp. 96-102. ISSN 2550-214X https://idealogyjournal.com/ojs/index.php/idealogy/issue/view/24 https://doi.org/10.24191/idealogy.v9i1.513 https://doi.org/10.24191/idealogy.v9i1.513 |
| spellingShingle | Blended learning. Computer assisted instruction. Programmed instruction Educational psychology Learning. Learning strategies Special subjects, characters, persons, religious arts, etc. Hassan, Muhamad Hafiz Wardi, Rainal Hidayat Abdullah, Mohamad Hariri Isa, Badrul Leveraging visual spatial abilities to unlock speech: an arts-based interdisciplinary approach to promoting inclusion and equity for children with Autism / Muhamad Hafiz Hassan ... [et al.] |
| title | Leveraging visual spatial abilities to unlock speech: an arts-based interdisciplinary approach to promoting inclusion and equity for children with Autism / Muhamad Hafiz Hassan ... [et al.] |
| title_full | Leveraging visual spatial abilities to unlock speech: an arts-based interdisciplinary approach to promoting inclusion and equity for children with Autism / Muhamad Hafiz Hassan ... [et al.] |
| title_fullStr | Leveraging visual spatial abilities to unlock speech: an arts-based interdisciplinary approach to promoting inclusion and equity for children with Autism / Muhamad Hafiz Hassan ... [et al.] |
| title_full_unstemmed | Leveraging visual spatial abilities to unlock speech: an arts-based interdisciplinary approach to promoting inclusion and equity for children with Autism / Muhamad Hafiz Hassan ... [et al.] |
| title_short | Leveraging visual spatial abilities to unlock speech: an arts-based interdisciplinary approach to promoting inclusion and equity for children with Autism / Muhamad Hafiz Hassan ... [et al.] |
| title_sort | leveraging visual spatial abilities to unlock speech: an arts-based interdisciplinary approach to promoting inclusion and equity for children with autism / muhamad hafiz hassan ... [et al.] |
| topic | Blended learning. Computer assisted instruction. Programmed instruction Educational psychology Learning. Learning strategies Special subjects, characters, persons, religious arts, etc. |
| url | https://ir.uitm.edu.my/id/eprint/97113/1/97113.pdf https://doi.org/10.24191/idealogy.v9i1.513 https://ir.uitm.edu.my/id/eprint/97113/ https://idealogyjournal.com/ojs/index.php/idealogy/issue/view/24 https://doi.org/10.24191/idealogy.v9i1.513 |
| url_provider | http://ir.uitm.edu.my/ |