Academic literature on the topic 'TEACCH Model'

It is typically difficult or impractical to teach troubleshooting skills in a classroom or lab setting. A computer-based training software package was designed and developed to teach students the problematic skill of how to troubleshoot malfunctions in hydronic heating systems. A summative evaluation was needed to ascertain whether the skills learned on the computer would transfer to the real world. The results of this study show that the instructional model used in teaching learners how to troubleshoot hydronic heating systems was effective (p < 0.001). Learners were able to transfer what they learned on the computer to real systems. Students can effectively learn these troubleshooting skills through CD-ROM delivery without instructor intervention. It is hypothesized that this unique instructional model can be used to teach other troubleshooting skills. This paper describes the initial project and discusses the summative evaluation results.

BIM uses are complex specific processes in architecture, engineering, construction, and operation mediated by Building Information Modeling technologies. Several initiatives are dedicated to detailing these uses in a standardized way, enumerating and describing them in terms of scope, benefits, process maps, required competencies, associated technology, and theoretical framework. Examples of these efforts are Penn State's Computer Integrated Construction Research Program (MESSNER et al., 2019), buildingSMART (2021), and BIM Excellence Organization (SUCCAR; SALEEB; SHER, 2016). This study presents the approach to educate, evaluate and assist Model Uses using templates (Model Use Templates - MUT) of the BIM Excellence Initiative (BIMe). The BIM use is called Model Use in BIMe terminology. In three years, starting in 2021, the initiative intends to detail all the domain model uses listed by the organization (BIMe, 2020). The domain model uses are organized in the series of capture and representation, planning and design, simulation and quantification, operation and maintenance, monitoring and control of buildings and infrastructures. In terms of domain model uses, there is the linking and extending series of BIM integrated to Facility Management, interfaced with the Internet of Things, linked to Enterprise Resource Planning, etc. The initiative developed a Construction Domain Model Use Template (MUT) and applied it as a demonstration for Clash Detection or MUT 4040. This summary will describe the template, its application to Clash Detection, and guidance on how to transform it into a template class to teach Clash Detection with BIM. The MUT consists of an extended description, software list, activity flow, and bibliography. This content is available in the BIM Dictionary associated with the equivalent term (https://bimdictionary.com/en/clash-detection/1). The extended description includes the corresponding term's definition, the detailed description, purpose, and an available online media-list. The detailed description presents the different types of use (e.g., hard, soft, time-based) and benefits. The software list lists platforms and environments used in the model use development. For each platform or environment, there is a list of the vendor or developer, the corresponding technical functionality, the applicable discipline, the software description, the availability of the software in the cloud or location, differentiation of versions, the link to the official website, the model use code that the software can support, specific functionalities associated with the use and availability of a plugin or extension. The activity flow is described using a process map and details in up to 3 hierarchical levels for each macro activity. All the terminology adopted in the MUT is semantically aligned to the various projects and initiatives of BIM Excellence, bringing consistency to the meaning. In the case of MUT 4040, that is, the application of the template for the model use of Clash Detection, the short description is a “Use of the Model representing the use of 3D Models to coordinate different disciplines (e.g., structures and air-conditioning) and to identify/resolve possible conflicts between virtual elements prior to actual construction or fabrication”. The extended description presents the Clash Detection as automated or semi-automated procedures to identify design errors in 3D models, where objects occupy the same space or are too close to violating spatial restrictions. Time-based interferences are conflicts involving temporary objects that compete for the same space at the same time. The benefits are listed, for example, like better project coordination and quality; conflict reduction in the workplace; acceleration of design and delivery processes; and cost reduction through productivity increase. The available online media does not represent the entire process involved in Clash Detection and are generally restricted to confronting models on specific platforms. We advocate that the activity flow should structure the class of model uses in BIM education. In this way, there is a holistic and representative approach to practice. Thus, we advise escaping this model's understanding in a restricted and instrumental way, as it already occurs in most of the online media found. We propose to organize the class program by the macro stages of the activity flow, covering: (i) creation of the strategy for the clash detection in the project in question; (ii) preparation of specific models for federation; (iii) identification of federation environments or model integration; (iv) federation or integration of models; (v) checks for interference in the federated or integrated model; (vi) analysis of the conflicts identified; and (vii) referral to conflict resolution. The details of each of these activities in the template can guide the teacher on how to proceed or prepare educational content. The bibliography listed in the template covers the theoretical framework to support the class in terms of books, scientific articles, and BIM guides. One can develop the class at the level of graduation, extension, or continuing education. Being an undergraduate class, it can be mandatory or elective. Items (i) to (iii) make up the theoretical part of the class, and the rest are essentially practical content. Thus, two types of competency assessment are possible: knowledge and skills. Knowledge can be developed through discussions and seminars. Skills covered are associated with execution or domain skills, according to Succar, Scher, and Willams (2013). Execution skills are associated with learning model verification platforms and collaboration environments. The execution competence generates an instrumental skill that can be provided through individual online training with tutorials. Domain skills are essentially technical (analysis and simulation) and functional (collaboration). These skills must be instigated in a participatory and collaborative way in practical exercises involving cycles of verification of the federated model and adjustments of complementary projects' models. As a suggestion for support material, the teacher should prepare a dataset including models with errors in file naming disobeying conventions, errors in the control elements impacting the overlapping of models, errors of omission or duplication of elements in the models, and errors of data schema in terms of categorization of elements and classification of content. The models must also include issues of all types (hard, soft, and temporal interferences). Errors must be plausible to be identified by different types of verification: visual or script. YouTube presentation: https://youtu.be/cMPaw_kOZtQ