Human capital is the only resource within an organisation that can learn. Developing high levels of competence in employees is one of the most challenging issues in organisations. Off–the–Job training programs either miss the mark or are too far away from the performance setting to have the desired impact on employee competence. Studies have shown that unstructured On–the–Job Training (OJT) leads to increased error rate, lower productivity and decreased training efficiency, compared to structured On–the–Job Training(S–OJT). The proven efficiency and effectiveness of S–OJT make it especially suitable to meet this challenge. Though S–OJT has been around for a while there has not been a proper integration of technology into the process. Every training approach, including S–OJT, is merely a means to an end, not an end in itself. The use of S–OJT helps to develop consistent appropriate levels of employee competence. When employees have these competencies e.g. better knowledge of the production processes, they can increase productivity, complete projects on time, lower defect rates, or achieve other outcomes of importance. These are the outcomes that matter to the organisation and the effectiveness of S–OJT should be judged from this perspective. Researchers have consistently found that one way to improve learners' success is to increase the frequency of exams. Classes meet for a set number of times. An instructor's decision to give more exams typically means that students have less time for learning activities during class meetings. How then can one have the best of both worlds, increasing the number of assessments and at the same time having enough time for learning activities? This can only be accomplished by integrating computer–based assessment into S–OJT programs. Computer–based testing and training can provide flexibility, instant feedback, an individualised assessment and eventually lower costs than traditional written examinations. Computerised results create opportunities for teaching and assessment to be integrated more than ever before and allow for retesting students, measuring growth and linking assessment to instruction. This research aims to evaluate the effectiveness of integrating computer–based testing and training into S–OJT programs using the Air Separation unit of Sasol Synfuels as a case study. The null hypothesis is used to investigate the draw backs of OJT and S–OJT programs. A framework is also developed for the effective integration of CBT into S–OJT programs. / Thesis (M.Ing. (Development and Management))--North-West University, Potchefstroom Campus, 2011.

Research Doctorate - Doctor of Philosophy (PhD) / The original contribution of this thesis is to demonstrate the use of a generalised and parsimonious approach to building individual-based computer models of ecological systems with the objective of advancing our mechanistic understanding of these systems. Two models are presented; the first, a model of predator-prey interaction, produces the expected non-linear dynamics and illustrates the importance of the timing of variable updating and individual variation for the persistence of the populations. This model is applied to two near-exclusive, cycling predator-prey systems, those of the Canadian lynx and snowshoe hare and the Fennoscandian mustelid predators and their microtine prey. The reproduction of the patterns found in the empirical data of these systems by the model suggests that the underlying mechanism of these predator-prey systems may be more simple than is suggested by other more complex models reported in the literature. The second model describes a system similar to that of a grazing herbivore in a two-dimensional space. The emergence of complex behaviour resulting from the use of space in the model, including metapopulation-like local extinction and re-population and the effects of corridors and edge qualities on the species are demonstrated. The inclusion of a graphical display of the two-dimensional space in the computer interface to the model reveals important details of system behaviour not evident in the population means, including herding behaviour. The latter is dependent on herbivore mobility and the re-growth of resources in an heterogeneous environment, and emerges in the absence of social behaviour. The problem of detecting herding behaviour automatically is addressed, including the development of qualitative and quantitative definitions of herding in the model.

The problem with which this study is concerned is to determine if the System of Interactive Guidance and Information (SIGI), which is a computer-based career guidance system that is employed with non-handicapped individuals, can be adapted to serve the needs of physically handicapped individuals. One hundred forty eight career and guidance professionals responded to a survey instrument, which was designed by the investigator, indicating their perceptions of the limiting effects of twelve specified handicapping conditions on the SIGI-programmed occupations. These respondents also listed their specific occupations, average time spent in career counseling with each handicapped individual, resources used in career counseling, incidence of use of SIGI, and opinions of needed changes to SIGI to make it a viable instrument in counseling the handicapped.

Testes educacionais possibilitam a obtenção de medidas e resultados, a realização de análises e o estabelecimento de objetivos para os processos de ensino e a aprendizagem, além de subsidiarem processos seletivos e políticas públicas. A avaliação de desempenho dos examinados pode considerar uma única ou múltiplas habilidades e/ou competências. Como alternativa para testes via lápis e papel, o Teste Baseado em Computador (CBT) pode compor, aplicar e corrigir testes e produzir estatísticas individuais ou do grupo de examinados automaticamente. Considerando que o examinado possua múltiplas habilidades, o Teste Adaptativo baseado na Teoria de Resposta ao Item Multidimensional (MCAT) mantém a mesma acurácia de um teste tradicional, baseando-se no conhecimento do examinado a partir do histórico de itens anteriormente respondidos. A seleção de itens por Kullback Leibler entre Posteriores Subsequentes (\'K POT. p\') evita selecionar um item difícil para um examinado com baixa habilidade, sugerindo que \'K POT. p\' é um critério aplicável em testes educacionais. A revisão da literatura apontou para: (i) a carência de estudos para o critério \'K POT. P\', (ii) a carência de estudos com MCATs operacionais em contextos educacionais para usuários reais, (iii) a carência de estudos e propostas de critérios iniciais e de parada para MCATs, quando o número de itens administrados pelo teste é variável, e (iv) a ausência de trabalhos brasileiros na área de MCATs. Diante das lacunas apresentadas, esta tese de doutoramento trata da seguinte questão de pesquisa: Qual a abordagem para viabilizar o uso do critério KP em MCATs operacionais para contextos educacionais, que permita que o sistema implementado seja aprovado nos critérios de funcionalidade, confiabilidade, eficiência, manutenibilidade e portabilidade da ISO-9126, que é a base para avaliar testes computadorizados? Os objetivos específicos desta pesquisa foram os seguintes: (i) implementar e validar o critério de seleção \'K POT. P\', comparando-o com o critério bayesiano usual, (ii) propor melhorias e calcular o tempo computacional de processamento da seleção de itens por \'K POT. P\', (iii) propor critérios iniciais consistentes com a realidade e a necessidade das avaliações educacionais, (iv) validar o critério de parada inédito KPIC, quando a intenção é se ter MCATs que administrem um número variável de itens para os examinados, (v) desenvolver uma arquitetura que viabilize a aplicação via Web de MCATs com usuários reais, (vi) discutir aspectos teóricos e metodológicos da nova abordagem CBMAT via prova de conceito, por meio da implementação do sistema MADEPT, que avalia examinados na perspectiva da avaliação diagnóstica, (vii) avaliar o MADEPT de acordo com as normas internacionais de produto de software ISO-9126 e apontar a factibilidade, a viabilidade, as dificuldades, as vantagens e as limitações do desenvolvimento CBMATs para o ambiente Web. A metodologia utilizada para responder a questão de pesquisa foi: (i) organizar e selecionar as teorias, os métodos, os modelos e os resultados inerentes a MCATs, (ii) expandir a equação de \'K POT. P\', (iii) implementar o MCAT contemplando o critério de seleção \'K POT. P\' e a metodologia bayesiana para estimação e seleção de itens, (iv) validar estatisticamente \'K POT. P\' e KPIC, (v) implementar o CBMAT, contemplando o MCAT como um subsistema e (vi) avaliar o CBMAT via ISO-9126. Os resultados deste trabalho são vários: (i) uma ampla revisão da literatura nas teorias/métodos/critérios necessários para a implementação computacional de MCATs, (ii) a reformulação da equação que expressa a seleção por \'K POT. P\' para implementação via linguagem de programação científica, (iii) os estudos de simulações do MCAT quando a seleção de itens é por \'K POT. P\' e o critério de parada por KPIC mostram que \'K POT. P\' é um critério adequado e indicado quando o objetivo é ter um teste com um número baixo e variável de itens administrados, mantendo um vício adequado e com alta acurácia na estimação da habilidade, (iv) o desenvolvimento de algoritmos inéditos para os critérios iniciais, (v) a validação de uma nova arquitetura que viabiliza a aplicação via Web de MCATs com usuários reais e (vi) a implementação e avaliação via ISO-9126 do sistema computacionalWeb MADEPT. Conclui-se que é possível desenvolver uma arquitetura que viabilize a aplicação viaWeb de MCATs com usuários reais, utilizando o critério de seleção \'K POT. P\' e critérios iniciais condizentes com as avaliações educacionais. Quando a intenção é aplicar MCATs em cenários reais, a seleção de itens por \'K POT. P\' combinado com o critério de parada KPIC proporcionam um teste mais curto e com mais acurácia do que aqueles que utilizam a metodologia bayesiana usual, e com um tempo computacional de processamento condizente com as características da abordagem multidimensional / Educational tests provide measures and indicators that enable evaluations and guide the definition of educational goals, besides supporting selection processes and public policies formulation. The evaluation of the examinees performance may consider one or multiple skills and abilities. As an alternative to hand-written tests, the Computer Based Test (CBT) provides the setup, application and correction of tests as well as provide individual and/or collective statistics about the examinees performance. Considering that the examinee has several abilities, the Computer Adaptive Test based on the Multidimensional Item Response Theory (MCAT) keeps the same accuracy of a traditional test, building on the personal knowledge inferred from the track record of responses to previous items. The item selection through Kullback Leibler between Subsequent Posteriors (\'K POT. P\') avoids to select a difficult item for a low ability examinee, suggesting that \'K POT. P\' is a criterion applicable to educational tests. The literature review evidenced: (i) the insufficiency of studies about the \'K POT. P\' criterion; (ii) the insufficiency of studies on operational MCATs in educational contexts for real users; (iii) the shortage of studies and proposals for initial and stop criteria for MCATs, given a variable number of administered items, and (iv) the lack of Brazilian studies in the area of MCATs. To bridge these gaps, this doctoral thesis addresses the following research question: What is the approach that enables to employ the \'K POT. P\' criterion in operational MCATs for educational contexts, ensuring that the implemented system be in accordance with the functionality, reliability, efficiency, maintainability and portability criteria of ISO-9126 (which is the base for computer based tests evaluation)? The specific objectives of this research are to: (i) implement and validate the \'K POT. P\' selection criterion, comparing it to the usual Bayesian criterion; (ii) propose improvements and calculate the computational time for item selection processing through \'K POT. P\'; (iii) propose initial criteria consistent with the reality and the need of educational evaluation; (iv) validate the novel stop criterion KPIC, aiming at MCATs that administer a variable number of items for the examinees; (v) develop an architecture that enables the application of MCATs via web to real users; (vi) discuss theoretic and methodological issues related to the new CBMAT via proof-of-concept, implementing the MADEPT, which evaluates the examinees under the perspective of the diagnostic evaluation; (vii) evaluateMADEPT according to the international standards software ISO-9126 and point out feasibility, viability, difficulties, advantages and limitations of CBMATs development for web environment. The methodology used to answer the research question was to: (i) organize and select the theories, the methods, the models and results inherent to MCATs; (ii) rewrite the equation of \'K POT. P\'; (iii) implement the MCAT considering the \'K POT. P\' selection criterion and the Bayesian methodology for item estimation and selection (iv) validate \'K POT. P\' and KPIC statistically; (v) implement CBMAT, considering MCAT as a subsystem and (vi) evaluate CBMAT according to ISO-9126. This research has many results: (i) it presents a broad literature review regarding theories/methods/criteria for MCATs computational implementation; (ii) it rewrites in a scientific programming language the equation that expresses the selection through \'K POT. P\'; (iii) it shows, through MCAT simulations, that \'K POT. P\' is a criterion adequate and indicated for tests with a small and variable number of administered items, using \'K POT. P\' for item selection and KPIC as stop criterion; (iv) it develops novel algorithms for initial criteria; (v) it validates a new architecture to enable the application of MCATs via Web to real users; (vi) it implements and evaluates the web computational system MADEPT according to ISO-9126. We conclude that it is possible to develop an architecture that enables the application of MCATs via web to real users, using \'K POT. P\' selection criterion and initial criteria consistent with the educational evaluation. If the aim is to apply MCATs in real scenarios, the item selection through \'K POIT. \'P associated with the stop criterion KPIC provide a shorter and more accurate test in comparison to those using bayesian methodology. Moreover, its processing computational time is in line with the features of the multidimensional approach

Made available in DSpace on 2016-03-15T19:39:44Z (GMT). No. of bitstreams: 1 Vera Rocha Reis Lellis.pdf: 3028729 bytes, checksum: 995a8687ff78d6788c884890cf7a3ba1 (MD5) Previous issue date: 2011-02-23 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Attention can be understood as a group of neural processes that allow an adequate selection of information from the environment, in this way orienting adaptive responses. Thus, its study is made necessary so that cognitive processes and how their alterations express themselves through adaptive difficulties can be comprehended, such as it is observed in cases of Attention Deficit Disorder and/or Hyperactivity (ADDH). This study aims at performing a neuropsychological and behavioral evaluation, centered in the analysis of the attentional process of 78 junior high children, enrolled in a private school, with ages between 6 and 11. Traditional manuscript tests and computer-based tests were employed for the evaluation of attention. The instruments used were: WISC-III; Wisconsin; Focused Attention (AC and TECON) and Diffuse Attention (TEDIF) In behavioral evaluation the Behavioral Scale (CBCL/6-18), applied to parents, was used. For the teachers, the Signs of Disattention and Hyperactivity Scale (Benzic) was employed, along with the Behavioral Scale (TRF). The computer-based tests evaluated the voluntary and automatic orientation, temporal direction an attention management. The results from the computer-based instruments were compared to the results from the traditional pencil and paper tests, along with the behavioral and the Signs of Disattention and Hyperactivity scales. No indicators of behavioral problems were observed, and there was no report from either parents (CBCL) or teachers (TRF) on that matter. The results of the traditional tests related to Focused Attention (FC, TECON-1 and TECON-2, TEDIF 1 and TEDIF-3) showed significantly higher scores and points related to schooling. The computer-based tests, on the other hand, showed a systematic lowering of the reaction time related to the increase in schooling. However, as schooling increases, there is a decrease in the differences between the valid and the invalid conditions, making participants more efficient in perceiving stimuli outside the indicated location. Another factor that presented significant difference was the Clue Target relation factor, in which it is possible to observe that the reaction time for the condition in which the target and the clue come from the same side (ipsolateral condition) is lower than the reaction time for the condition in which the target and the clue come from opposite sides (contralateral condition). With the Wisconsin test is possible to verify that with the increase in schooling there is a decrease in the number of tests administered and also an increase in the number of categories completed, as well as a decrease on the total amount of errors and the number of preservative answers, and that this fact correlates with the decrease in the reaction time in computer-based tests, demonstrating that the skills that were evaluated by each one of this tests are also correlated. / A atenção pode ser compreendida enquanto conjunto de processos neurais que possibilitam a seleção adequada de informações do ambiente e que por isso orientam respostas adaptativas. Desse modo, seu estudo é necessário para a compreensão dos processos cognitivos e de como suas alterações se expressam por dificuldades adaptativas, tais como as observadas em casos de Transtorno de Déficit de Atenção e/ou Hiperatividade (TDAH). O objetivo deste estudo foi o de fazer uma avaliação neuropsicológica e comportamental centrada na análise do processo atencional de 78 crianças do Ensino Fundamental I, matriculadas em uma escola particular e com idade entre 6 e 11 anos. Foram empregados testes tradicionais de realização em lápis e papel e testes computadorizados para avaliação da atenção. Os instrumentos utilizados foram: WISC-III; Wisconsin; Atenção Concentrada (AC e TECON) e Atenção Difusa (TEDIF). Na avaliação comportamental foi utilizada a Escala Comportamental (CBCL/6 18) aplicada aos pais. Para os professores foram empregadas a Escala de Sinais de Desatenção e Hiperatividade (Benczik), além de Escala Comportamental (TRF). Os testes computadorizados avaliaram a orientação voluntária e automática, o direcionamento temporal e a manutenção da atenção. Foram comparados os resultados dos instrumentos computadorizados com os resultados dos testes tradicionais de respostas em lápis e papel e com as escalas comportamentais e de sinais de desatenção e hiperatividade. Não foram observados nos participantes indicadores de problemas de comportamento relato dos pais (CBCL) ou pelos professores (TRF). Os resultados dos testes tradicionais relacionados à Atenção Concentrada (AC, TECON-1 e TECON -2, TEDIF-1 e TEDIF-3) demonstram aumento significativo de acertos e pontos em função da escolaridade. Já nos testes computadorizados houve uma diminuição sistemática do tempo de reação em função do aumento da escolaridade. Entretanto, à medida que a escolaridade aumenta há uma diminuição das diferenças entre a condição válida e inválida, tornando os participantes mais eficientes em perceber estímulos fora dos locais indicados. Outro fator que apresentou diferença significativa foi quanto ao tempo de reação para a condição aonde pista alvo vêm na mesma posição (condição ipsolateral) é menor do que o tempo de reação para a condição na qual a pista e o alvo vêm em lados opostos (condição contralateral). No teste Wisconsin é possível verificar que com o aumento da escolaridade há uma diminuição no número de ensaios administrados e também um aumento de número de categorias completadas bem como diminuição no total de erros e de número de respostas perseverativas, e que tal fato se correlaciona com a diminuição do tempo de reação nos testes computadorizados, demonstrando que as habilidades avaliadas por cada um desses testes também estão correlacionadas.

The primary goal of this study was to acquire an understanding of those practices that encourage the sustained use of simulations in support of inquiry-based science instruction. With the rapid distribution of Internet-related technologies in the field of education, it is most important to undertand the function of these innovations. Technology, specifically the implementation of simulations to support inquiry-based instruction, provides new educational strategies for science teachers. Technology also influences the field of education by repeatedly making some teachers' best practices obsolete. The qualitative research design was selected to explore the nature of science leaders' and teachers’ consideration or lack of consideration to incorporate simulations into their inquiry-based instruction. The method for collecting the data for this study included in-depth, semi-structured interviews. The analysis of this interview data was conducted in two phases. Phase I focused on the consensus views of the participants regarding the implementation of simulations. In order to gain a more in-depth understanding of the interview data, Phase II focused on the subtle differences among the participants regarding their execution of this instructional tool. The overall conclusion of this study was that the use of simulations requires a multi-faceted approach to ensure sustainability. As noted, science leaders must continue to encourage the high, medium and low users of simulations to implement the ongoing use of these instructional tools. Also, science teachers must do their part to ensure the success of these programs. By addressing the primary and secondary research questions, five major conclusions were reached. These conclusions include (a) the use of web-based simulations can have a positive influence on inquiry-based science instruction, (b) technology challenges have influenced the teachers’ use of simulations, (c) time influences the use of simulations, (d) ongoing professional development strategies support the sustained use of simulations, and (e) student engagement in inquiry-based science instruction is positively influenced by the use of simulations. This study concludes with suggestions for educational leaders and teachers along with further considerations for future research.

<p>У тези је предложена метода мерења ЕОГ сигнала на интервалу са<br />преклапањем временских прозора, која представља модификацију<br />дигиталне стохастичке методе мерења (ДСММ). Хардвер којим се<br />предложена метода може имплементирати заснован је на рачунарској<br />платформи и микроконтролерској структури. Метода је испитана бројним<br />симулацијама и експериментима. Хипотеза ове тезе &ndash; да модел мерења<br />ЕОГ сигнала на интервалу са преклапањем временских прозора<br />омогућава пројектовање ЕОГ мерног уређаја који је отпорнији на утицај<br />шума него ЕОГ мерни уређаји засновани на класичном дигиталном<br />мерењу &ndash; потпуно је потврђена.</p> / <p>U tezi je predložena metoda merenja EOG signala na intervalu sa<br />preklapanjem vremenskih prozora, koja predstavlja modifikaciju<br />digitalne stohastičke metode merenja (DSMM). Hardver kojim se<br />predložena metoda može implementirati zasnovan je na računarskoj<br />platformi i mikrokontrolerskoj strukturi. Metoda je ispitana brojnim<br />simulacijama i eksperimentima. Hipoteza ove teze &ndash; da model merenja<br />EOG signala na intervalu sa preklapanjem vremenskih prozora<br />omogućava projektovanje EOG mernog uređaja koji je otporniji na uticaj<br />šuma nego EOG merni uređaji zasnovani na klasičnom digitalnom<br />merenju &ndash; potpuno je potvrđena.</p> / <p>EOG signal measurement method over an interval using overlapping time<br />windows, which represents the modification of the digital stochastic<br />measurement method (DSMM), has been proposed in this thesis. The<br />hardware that can implement the proposed method is based on a computer<br />platform and a microcontroller structure. The method has been tested with<br />numerous simulations and experiments. Hypothesis of this thesis - the model<br />of EOG signal measurement over an interval using overlapping time windows<br />allows a design of EOG measuring device more resistant to the noise impact<br />than the EOG measuring devices based on classical digital measurement -<br />has been fully confirmed.</p>

La lecture est une compétence complexe du fait de la multiplicité des processus sousjacents. Il est couramment admis une vue simple de la lecture (Simple View of Reading-SVR, Hoover & Gough, 1990) regroupant ces processus en deux composantes : l’identification de mots écrits et la compréhension. Des difficultés dans l’une, l’autre ou dans les deuxcomposantes entraineraient des difficultés pour accéder à une lecture fonctionnelle (Cain & Oakhill, 2006).Les enfants et adolescents autistes sans déficience intellectuelle (high-functioning with autism spectrum disorders – HFASD) semblent particulièrement affectés par les difficultés en lecture, notamment au niveau des processus de compréhension (Huemer & Mann, 2010). Toutefois, la présence spécifique d’un profil de faible compreneur chez les sujets HFASD ne fait pas consensus et requiert de préciser leurs performances en lecture à partir d’évaluations détaillées pour proposer ensuite des stratégies remédiatives ciblées. L’expansion des nouvelles technologies offre pour cela des perspectives prometteuses.Les thèmes de la lecture, de l’autisme et des technologies informatisées sont ainsi abordés à travers les questions de l’évaluation et de l’entrainement. D’une part, peut-on évaluer simplement mais efficacement la lecture à l’aide d’épreuves informatisées reprenant le cadre de la SVR ? Une telle évaluation peut-elle être pertinente pour comprendre lesdifficultés en lecture des élèves HFASD ? D’autre part, un entrainement informatisé ciblé sur les processus de compréhension, en situation écologique, peut-il être efficace pour remédier aux difficultés en lecture des sujets HFASD ? Comment évaluer l’efficacité et la qualité d’un outil informatisé d’entrainement des processus de compréhension ?Premièrement, un outil informatisé d’évaluation construit sur la base de l’approche SVR a été proposé à 485 élèves du CE1 à la 3ème dans le but d’identifier des profils de lecteurs. Les résultats révèlent la présence de profils de lecteurs variés avec une majorité de bons lecteurs et sept profils de lecteurs en difficultés dont quatre ne sont pas prédits par la SVR remettant ainsi en question la simplicité de cette approche pour modéliser précisément l’habileté en lecture. L’évaluation informatisée a ensuite été proposée à 22 élèves HFASD. Les résultats révèlent des profils variés avec une majorité de lecteurs ayant des difficultés pas nécessairement spécifiques aux processus de compréhension. Ces résultats semblent cohérents avec la forte hétérogénéité de l’échantillon et renvoient à l’exigence d’une évaluation basée sur un cadre de la lecture plus étendu pour ces enfants.Deuxièmement, un outil informatisé d’entrainement de la compréhension ayant fait l’objet d’une validation expérimentale a été proposé à 13 élèves HFASD du CM1 à la 3ème. Une première étude a évalué l’efficacité du logiciel à partir d’un protocole pré-test/entrainement/post-test conçu pour combiner des analyses de groupes et de cas multiples. Les résultats soulignent la nécessité d’utiliser des protocoles spécifiques aux études de cas pour cette population particulière afin de limiter l’impact de l’hétérogénéité intra-individuelle. Les conditions de mises en œuvre de cet entrainement en situation écologique sont discutées. Une dernière étude a examiné les qualités ergonomiques du logiciel d’entrainement à l’aide dequestionnaires complétés par des utilisateurs. Les réponses soulignent la simplicité d’utilisation du logiciel mais également un manque de flexibilité limitant les possibilités de l’adapter à un maximum d’utilisateurs dont les élèves HFASD. Des suggestions d’améliorations sont discutées. / Reading is a complex skill due to the multiplicity of underlying processes. A Simple View of Reading (SVR, Hoover & Gough, 1990) is commonly considered, combining these processes into two components: word reading and comprehension. Difficulties in one, the other, or both, would lead to difficulties in reaching functional reading (Cain & Oakhill, 2006).Children and adolescents with high-functioning autism spectrum disorders (HFASD) appear to be particularly affected by reading difficulties especially considering comprehension processes (Huemer & Mann, 2010). However, the presence of a specific low comprehender subtype in students with HFASD is not consensus-based and requires to clearly specifying their reading ability on the basis of a detailed assessment in order to provide targeted remediation strategies. The expansion of new technologies offers promising prospects for this.Themes of reading, autism and computerized technologies are thus addressed through the questions of assessment and training. On the one hand, can one simply and efficiently evaluate the reading using computer-based assessment that incorporates the framework of the SVR? Can such an assessment be relevant to understand the reading difficulties of subjects with HFASD? On the other hand, can computer-based training targeting comprehension processes, in an ecological situation, be effective in remedying the reading difficulties of children and adolescents with HFASD? How to evaluate the effectiveness and quality of such a computer-based training tool for comprehension?First, a computer-based assessment tool built on the basis of the SVR framework was proposed to 485 students from grade 2 to grade 9 in order to identify reader subtypes within this population. Results reveal various reader subtypes with a majority of good readers and seven subtypes of readers with difficulties. Four of those seven are not predicted by the SVRthus questioning the simplicity of this framework to accurately model reading skills. The computer-based assessment was then proposed to 22 children and adolescent with HFASD. Results reveal varied subtypes with a majority of readers experiencing difficulties not necessarily specific to comprehension processes. These results seem consistent with thestrong heterogeneity of the sample and call for the need to provide an assessment based on a wider reading framework for these children.Secondly, a computer-based training tool for comprehension was proposed to 13 HFASD students from grade 1 to grade 3. This tool has already been validated experimentally with typically developing children and adolescents exhibiting specific low comprehender subtype. A first study investigated the effectiveness of the software from a pretest/training/post-test protocol designed to combine group and case study analyzes. The results emphasize the need to use protocols specific to case study for this particular population in order to limit the impact of intra-individual heterogeneity. The conditions for implementing this training in an ecological situation are discussed. A final study examined the ergonomic qualities of the training tool using questionnaires completed by users. Answers emphasize the tool’s simplicity of use but also a lack of flexibility limiting the possibilities to adapt it to a maximum of users of which the subjects with HFASD. Suggestions for improvements are discussed.

Eine effektive Förderung des Sozialverhaltens autistischer Kinder erfordert ein tiefgehendes Verständnis der Ursachen maladaptiver Reaktionen und die Bereitstellung eines leicht verfügbaren Förderangebots. Hier haben digitale Angebote ein großes Potential. Ebenso wie bei der Ursachenforschung mangelt es jedoch an Forschungsansätzen, welche eine Vielzahl an kognitiven und emotionalen Prozessen in die digitale Förderung integrieren. Dementsprechend untersuchte die Dissertation zunächst das Zusammenspiel verschiedener Ursachen aggressives Sozialverhaltens anhand eines etablierten Modells der sozial-kognitiven Informationsverarbeitung. Durch die Integration verschiedener Facetten der Empathie und deren zugrundeliegende Kompetenzen in ein digitales Förderangebot sollte im zweiten Schritt eine Verbesserung des Sozialverhaltens autistischer Grundschüler:innen erreicht werden. Es zeigte sich, dass Emotionsdysregulation verschiedene Formen aggressiven Sozialverhaltens und damit assoziierte feindselige Attributionen verstärkt. Letztere stand vor allem mit verbalen und verdeckten Aggressionsformen sowie mit guten Emotionserkennungsfertigkeiten im Zusammenhang. Eine Verbesserung des Sozialverhaltens und der Emotionsregulation konnte mittelfristig durch das sechswöchige, eltern-begleitete eLearningprogramm „Zirkus Empathico“ erreicht werden. Die multizentrische, randomisiert kontrollierte Studie ergab zudem kurzfristige und moderate Interventionseffekte für Empathie und Emotionserkennung als primäre Endpunkte. Insgesamt unterstreicht die Dissertation die Validität etablierter Modelle der sozialen Informationsverarbeitung sowie die Relevanz, diese zukünftigen Forschungs- und Interventionsansätzen zugrunde zu legen. Durch die Integration verschiedener sozio-emotionaler Kompetenzen scheint die digitale Intervention Zirkus Empathico prosoziales Verhalten autistischer Kinder auf effektive und praktikable Weise zu fördern. / Effective training of autistic children`s social behavior requires an in-depth understanding of the causes of maladaptive responses and the provision of easily accessible support services. In this context, digital interventions have great potential. However, there is a lack of research approaches that integrate a variety of cognitive and emotional processes into both, explanation and digital support. The present dissertation first examined the interplay of different causes of aggressive social behavior by applying an established model of social-cognitive information processing to a sample of autistic elementary school students. Second, by integrating different facets of empathy and their underlying competencies into a digital program, the social behavior of autistic elementary school children should be improved. First, it was shown that emotion dysregulation strengthens various forms of aggressive social behavior and associated hostile attribution biases. The latter was mainly related to verbal and covert forms of aggression and good emotion recognition skills. Second, the parent-assisted eLearning program "Zirkus Empathico" led to a medium-term improvement in social behavior and emotion regulation after a six-week training. In addition, the multicenter randomized controlled trial showed moderate intervention effects on empathy and emotion recognition as primary outcomes, which were no longer detectable three months later. Overall, the dissertation highlights the validity of established models of social information processing and the relevance of using them as a foundation for future research and intervention. By integrating various socio-emotional competencies, the digital intervention Zirkus Empathico seems to strengthen autistic children’s prosocial behavior effectively and feasibly.

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