Effect of Discrete Learning Implementation on Adaptive Skill Acquisition of Autistic Learner in Tharaka Nithi County, Kenya: Positioning Prospects, Policy and Practice

Gatuura Festus Doris; Odundo Paul Amollo; Theresa Kazungu; Ganira Khavugwi Lilian

doi:doi:10.11648/j.tecs.20230803.14

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Effect of Discrete Learning Implementation on Adaptive Skill Acquisition of Autistic Learner in Tharaka Nithi County, Kenya: Positioning Prospects, Policy and Practice

Gatuura Festus Doris, Odundo Paul Amollo, Theresa Kazungu, Ganira Khavugwi Lilian

Published in Teacher Education and Curriculum Studies (Volume 8, Issue 3)

Received: 6 April 2023 Accepted: 11 May 2023 Published: 9 August 2023

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Abstract

Adaptive skill acquisition is premised on effective discrete learning implementation to support functionality of autistic learner. Non appropriate implementation may compromise learner functionality due to low adaptive skills acquisition. Efficient implementation is underpinned on interest discovery, making learning fun, provision of hands on experiences which may increase adaptability of autistic learner. Discrete learning premised on instructional delivery, response recording and repeated instructions may help overcome issues emanating from non-participation in learning activities to accelerate adaptive skills acquisition for survival. Study sought to establish effect of discrete learning implementation, on adaptive skill acquisition of autistic learner in Tharaka Nithi County, Kenya: positioning prospects, policy and practice. Study was anchored on executive dysfunction theory of autism which depicts that autistic learners are challenged in understanding complex tasks minimizing adaptive skills acquisition. Study embraced correlation coefficient design to examine effect of discrete learning on skill acquisition without control nor manipulation. Public primary schools sheltering special needs learners formed target population while suitable sample was obtained using purposive sampling for autistic learner’s teachers and stratified random sampling for stakeholders. Data was obtained from 17 respondents; 13 teachers and 4 stakeholders using questionnaire. Pearson correlation coefficient indicated a P value of ≤ to 0.05 indicating a statistical significance of implementation on acquisition of adaptive skills. Descriptive analysis indicated Means of repeated instruction; 2.71, instruction delivery; 2.29 and response recording; 1.96 insinuating a positive effect. Policy positioning on discrete learning implementation, refresher courses to expedite effective implementation and further research on interventions for adaptive skills acquisition.

Published in	Teacher Education and Curriculum Studies (Volume 8, Issue 3)
DOI	10.11648/j.tecs.20230803.14
Page(s)	137-145
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2023. Published by Science Publishing Group

Keywords

Discrete Learning, Instruction Delivery, Instruction Repetition, Response Recording, Skill Acquisition

References

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Gatuura Festus Doris, Odundo Paul Amollo, Theresa Kazungu, Ganira Khavugwi Lilian. (2023). Effect of Discrete Learning Implementation on Adaptive Skill Acquisition of Autistic Learner in Tharaka Nithi County, Kenya: Positioning Prospects, Policy and Practice. Teacher Education and Curriculum Studies, 8(3), 137-145. https://doi.org/10.11648/j.tecs.20230803.14

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ACS Style

Gatuura Festus Doris; Odundo Paul Amollo; Theresa Kazungu; Ganira Khavugwi Lilian. Effect of Discrete Learning Implementation on Adaptive Skill Acquisition of Autistic Learner in Tharaka Nithi County, Kenya: Positioning Prospects, Policy and Practice. Teach. Educ. Curric. Stud. 2023, 8(3), 137-145. doi: 10.11648/j.tecs.20230803.14

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AMA Style

Gatuura Festus Doris, Odundo Paul Amollo, Theresa Kazungu, Ganira Khavugwi Lilian. Effect of Discrete Learning Implementation on Adaptive Skill Acquisition of Autistic Learner in Tharaka Nithi County, Kenya: Positioning Prospects, Policy and Practice. Teach Educ Curric Stud. 2023;8(3):137-145. doi: 10.11648/j.tecs.20230803.14

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@article{10.11648/j.tecs.20230803.14,
  author = {Gatuura Festus Doris and Odundo Paul Amollo and Theresa Kazungu and Ganira Khavugwi Lilian},
  title = {Effect of Discrete Learning Implementation on Adaptive Skill Acquisition of Autistic Learner in Tharaka Nithi County, Kenya: Positioning Prospects, Policy and Practice},
  journal = {Teacher Education and Curriculum Studies},
  volume = {8},
  number = {3},
  pages = {137-145},
  doi = {10.11648/j.tecs.20230803.14},
  url = {https://doi.org/10.11648/j.tecs.20230803.14},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.tecs.20230803.14},
  abstract = {Adaptive skill acquisition is premised on effective discrete learning implementation to support functionality of autistic learner. Non appropriate implementation may compromise learner functionality due to low adaptive skills acquisition. Efficient implementation is underpinned on interest discovery, making learning fun, provision of hands on experiences which may increase adaptability of autistic learner. Discrete learning premised on instructional delivery, response recording and repeated instructions may help overcome issues emanating from non-participation in learning activities to accelerate adaptive skills acquisition for survival. Study sought to establish effect of discrete learning implementation, on adaptive skill acquisition of autistic learner in Tharaka Nithi County, Kenya: positioning prospects, policy and practice. Study was anchored on executive dysfunction theory of autism which depicts that autistic learners are challenged in understanding complex tasks minimizing adaptive skills acquisition. Study embraced correlation coefficient design to examine effect of discrete learning on skill acquisition without control nor manipulation. Public primary schools sheltering special needs learners formed target population while suitable sample was obtained using purposive sampling for autistic learner’s teachers and stratified random sampling for stakeholders. Data was obtained from 17 respondents; 13 teachers and 4 stakeholders using questionnaire. Pearson correlation coefficient indicated a P value of ≤ to 0.05 indicating a statistical significance of implementation on acquisition of adaptive skills. Descriptive analysis indicated Means of repeated instruction; 2.71, instruction delivery; 2.29 and response recording; 1.96 insinuating a positive effect. Policy positioning on discrete learning implementation, refresher courses to expedite effective implementation and further research on interventions for adaptive skills acquisition.},
 year = {2023}
}

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TY  - JOUR
T1  - Effect of Discrete Learning Implementation on Adaptive Skill Acquisition of Autistic Learner in Tharaka Nithi County, Kenya: Positioning Prospects, Policy and Practice
AU  - Gatuura Festus Doris
AU  - Odundo Paul Amollo
AU  - Theresa Kazungu
AU  - Ganira Khavugwi Lilian
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DO  - 10.11648/j.tecs.20230803.14
T2  - Teacher Education and Curriculum Studies
JF  - Teacher Education and Curriculum Studies
JO  - Teacher Education and Curriculum Studies
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EP  - 145
PB  - Science Publishing Group
SN  - 2575-4971
UR  - https://doi.org/10.11648/j.tecs.20230803.14
AB  - Adaptive skill acquisition is premised on effective discrete learning implementation to support functionality of autistic learner. Non appropriate implementation may compromise learner functionality due to low adaptive skills acquisition. Efficient implementation is underpinned on interest discovery, making learning fun, provision of hands on experiences which may increase adaptability of autistic learner. Discrete learning premised on instructional delivery, response recording and repeated instructions may help overcome issues emanating from non-participation in learning activities to accelerate adaptive skills acquisition for survival. Study sought to establish effect of discrete learning implementation, on adaptive skill acquisition of autistic learner in Tharaka Nithi County, Kenya: positioning prospects, policy and practice. Study was anchored on executive dysfunction theory of autism which depicts that autistic learners are challenged in understanding complex tasks minimizing adaptive skills acquisition. Study embraced correlation coefficient design to examine effect of discrete learning on skill acquisition without control nor manipulation. Public primary schools sheltering special needs learners formed target population while suitable sample was obtained using purposive sampling for autistic learner’s teachers and stratified random sampling for stakeholders. Data was obtained from 17 respondents; 13 teachers and 4 stakeholders using questionnaire. Pearson correlation coefficient indicated a P value of ≤ to 0.05 indicating a statistical significance of implementation on acquisition of adaptive skills. Descriptive analysis indicated Means of repeated instruction; 2.71, instruction delivery; 2.29 and response recording; 1.96 insinuating a positive effect. Policy positioning on discrete learning implementation, refresher courses to expedite effective implementation and further research on interventions for adaptive skills acquisition.
VL  - 8
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Author Information

Gatuura Festus Doris

Department of Educational Communication, Technology and Pedagogical Studies, University of Nairobi, Nairobi, Kenya
Odundo Paul Amollo

Department of Educational Communication, Technology and Pedagogical Studies, University of Nairobi, Nairobi, Kenya
Theresa Kazungu

Department of Educational Communication, Technology and Pedagogical Studies, University of Nairobi, Nairobi, Kenya
Ganira Khavugwi Lilian

Department of Educational Communication, Technology and Pedagogical Studies, University of Nairobi, Nairobi, Kenya

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Gatuura Festus Doris, Odundo Paul Amollo, Theresa Kazungu, Ganira Khavugwi Lilian. (2023). Effect of Discrete Learning Implementation on Adaptive Skill Acquisition of Autistic Learner in Tharaka Nithi County, Kenya: Positioning Prospects, Policy and Practice. Teacher Education and Curriculum Studies, 8(3), 137-145. https://doi.org/10.11648/j.tecs.20230803.14

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Gatuura Festus Doris; Odundo Paul Amollo; Theresa Kazungu; Ganira Khavugwi Lilian. Effect of Discrete Learning Implementation on Adaptive Skill Acquisition of Autistic Learner in Tharaka Nithi County, Kenya: Positioning Prospects, Policy and Practice. Teach. Educ. Curric. Stud. 2023, 8(3), 137-145. doi: 10.11648/j.tecs.20230803.14

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AMA Style

Gatuura Festus Doris, Odundo Paul Amollo, Theresa Kazungu, Ganira Khavugwi Lilian. Effect of Discrete Learning Implementation on Adaptive Skill Acquisition of Autistic Learner in Tharaka Nithi County, Kenya: Positioning Prospects, Policy and Practice. Teach Educ Curric Stud. 2023;8(3):137-145. doi: 10.11648/j.tecs.20230803.14

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@article{10.11648/j.tecs.20230803.14,
  author = {Gatuura Festus Doris and Odundo Paul Amollo and Theresa Kazungu and Ganira Khavugwi Lilian},
  title = {Effect of Discrete Learning Implementation on Adaptive Skill Acquisition of Autistic Learner in Tharaka Nithi County, Kenya: Positioning Prospects, Policy and Practice},
  journal = {Teacher Education and Curriculum Studies},
  volume = {8},
  number = {3},
  pages = {137-145},
  doi = {10.11648/j.tecs.20230803.14},
  url = {https://doi.org/10.11648/j.tecs.20230803.14},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.tecs.20230803.14},
  abstract = {Adaptive skill acquisition is premised on effective discrete learning implementation to support functionality of autistic learner. Non appropriate implementation may compromise learner functionality due to low adaptive skills acquisition. Efficient implementation is underpinned on interest discovery, making learning fun, provision of hands on experiences which may increase adaptability of autistic learner. Discrete learning premised on instructional delivery, response recording and repeated instructions may help overcome issues emanating from non-participation in learning activities to accelerate adaptive skills acquisition for survival. Study sought to establish effect of discrete learning implementation, on adaptive skill acquisition of autistic learner in Tharaka Nithi County, Kenya: positioning prospects, policy and practice. Study was anchored on executive dysfunction theory of autism which depicts that autistic learners are challenged in understanding complex tasks minimizing adaptive skills acquisition. Study embraced correlation coefficient design to examine effect of discrete learning on skill acquisition without control nor manipulation. Public primary schools sheltering special needs learners formed target population while suitable sample was obtained using purposive sampling for autistic learner’s teachers and stratified random sampling for stakeholders. Data was obtained from 17 respondents; 13 teachers and 4 stakeholders using questionnaire. Pearson correlation coefficient indicated a P value of ≤ to 0.05 indicating a statistical significance of implementation on acquisition of adaptive skills. Descriptive analysis indicated Means of repeated instruction; 2.71, instruction delivery; 2.29 and response recording; 1.96 insinuating a positive effect. Policy positioning on discrete learning implementation, refresher courses to expedite effective implementation and further research on interventions for adaptive skills acquisition.},
 year = {2023}
}

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TY  - JOUR
T1  - Effect of Discrete Learning Implementation on Adaptive Skill Acquisition of Autistic Learner in Tharaka Nithi County, Kenya: Positioning Prospects, Policy and Practice
AU  - Gatuura Festus Doris
AU  - Odundo Paul Amollo
AU  - Theresa Kazungu
AU  - Ganira Khavugwi Lilian
Y1  - 2023/08/09
PY  - 2023
N1  - https://doi.org/10.11648/j.tecs.20230803.14
DO  - 10.11648/j.tecs.20230803.14
T2  - Teacher Education and Curriculum Studies
JF  - Teacher Education and Curriculum Studies
JO  - Teacher Education and Curriculum Studies
SP  - 137
EP  - 145
PB  - Science Publishing Group
SN  - 2575-4971
UR  - https://doi.org/10.11648/j.tecs.20230803.14
AB  - Adaptive skill acquisition is premised on effective discrete learning implementation to support functionality of autistic learner. Non appropriate implementation may compromise learner functionality due to low adaptive skills acquisition. Efficient implementation is underpinned on interest discovery, making learning fun, provision of hands on experiences which may increase adaptability of autistic learner. Discrete learning premised on instructional delivery, response recording and repeated instructions may help overcome issues emanating from non-participation in learning activities to accelerate adaptive skills acquisition for survival. Study sought to establish effect of discrete learning implementation, on adaptive skill acquisition of autistic learner in Tharaka Nithi County, Kenya: positioning prospects, policy and practice. Study was anchored on executive dysfunction theory of autism which depicts that autistic learners are challenged in understanding complex tasks minimizing adaptive skills acquisition. Study embraced correlation coefficient design to examine effect of discrete learning on skill acquisition without control nor manipulation. Public primary schools sheltering special needs learners formed target population while suitable sample was obtained using purposive sampling for autistic learner’s teachers and stratified random sampling for stakeholders. Data was obtained from 17 respondents; 13 teachers and 4 stakeholders using questionnaire. Pearson correlation coefficient indicated a P value of ≤ to 0.05 indicating a statistical significance of implementation on acquisition of adaptive skills. Descriptive analysis indicated Means of repeated instruction; 2.71, instruction delivery; 2.29 and response recording; 1.96 insinuating a positive effect. Policy positioning on discrete learning implementation, refresher courses to expedite effective implementation and further research on interventions for adaptive skills acquisition.
VL  - 8
IS  - 3
ER  -

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