Applications of technology to teach social skills to children with autism

Reed, Florence D. DiGennaro; Hyman, Sarah; Hirst, Jason M.

doi:10.1016/j.rasd.2011.01.022

Cited by 114 publications

(34 citation statements)

References 47 publications

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“…Articles had to (a) employ a technology‐based antecedent training procedure (e.g., video modeling, computer training); (b) train individuals to implement a behavior analytic assessment, intervention, or procedure (e.g., preference assessment, discrete trial instruction); (c) assess procedural integrity as a dependent variable; and (d) be published in one of the behavior analytic journals specified in the search procedures. Technology was defined as “the use of an electronic apparatus which can be programmed by the practitioner to deliver visual, auditory or proprioceptive cues, discriminative stimuli, or to display the modeling of desired behaviors in the context of a skills training intervention” (DiGennaro Reed, Hyman, & Hirst, , p. 1005). Procedural integrity was defined as “the degree to which a trained individual implements a procedure (including treatment, assessment, consultation, or other protocol) as designed” (DiGennaro Reed & Codding, , p. 2).…”

Section: Inclusionary Criteriamentioning

confidence: 99%

A brief review of technology‐based antecedent training procedures

Erath

Reed

2019

J of App Behav Analysis

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Section: Inclusionary Criteriamentioning

confidence: 99%

A brief review of technology‐based antecedent training procedures

Erath

Reed

2019

J of App Behav Analysis

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“…During the past few decades, a variety of technologies, such as tactile prompting, picture guiding, audio cuing, video modeling, computeraided instruction, virtual reality, and robotics, have been developed and implemented among individuals with ASD for different training purposes (DiGennaro Reed et al 2011;Goldsmith and LeBlanc 2004;Hopkins et al 2011;Parsons 2006). A large number of existing studies have focused on improving social skills for people with ASD, and they have reported positive results.…”

Section: Assistive Technologymentioning

confidence: 99%

Trends in Employment for Individuals with Autism Spectrum Disorder: a Review of the Research Literature

Chen

Leader

Sung

et al. 2014

Rev J Autism Dev Disord

215

136

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Employment is fundamental to the well-being of individuals including those with autism spectrum disorder (ASD). The purposes of this review are to provide an overview of employment-related research in individuals with ASD and increase our understanding of the factors that affect the employment situation of this population. Topics explored are employment outcomes revealed from adult outcome studies and national datasets as well as internal and external challenges that people with ASD may face in finding and maintaining employment. Social difficulties, comorbidity, education level, family support, employers' attitudes, access to services, and disability incentives have been implicated as factors that play an important role in predicting employment. Existing research evidence for specific employment training programs and strategies to successful employment are also introduced in regards to supported employment, transition services, assistive technology, and multidisciplinary collaboration. Finally, implications from both clinical practice and research perspective are provided.

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“…Instructional interventions that employ visual stimuli delivered via electronic media to help individuals with ASD understand and practice social situations have proven both engaging and effective (DiGennaro Reed et al 2011; Mineo et al 2009). Social modeling can be taught using a technology-based intervention that allows an individual to watch a videotaped demonstration of a person (himself or someone else) performing a skill and subsequently to perform that skill under practice or in-vivo conditions.…”

Section: Intervention To Improve Outcomesmentioning

confidence: 99%

JobTIPS: A Transition to Employment Program for Individuals with Autism Spectrum Disorders

Strickland¹,

Coles

Southern

2013

J Autism Dev Disord

245

185

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This study evaluated the effectiveness of an Internet accessed training program that included Theory of Mind-based guidance, video models, visual supports, and virtual reality practice sessions in teaching appropriate job interview skills to individuals with high functioning ASD. In a randomized study, twenty two youth, ages 16 to 19, were evaluated during two employment interviews. Half received a training intervention following the initial interview and the half who served as a contrast group did not. Their performance pre and post intervention was assessed by four independent raters using a scale that included evaluation of both Content and Delivery. Results suggest that youth who completed the JobTIPS employment program demonstrated significantly more effective verbal content skills than those who did not.

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Applications of technology to teach social skills to children with autism

Cited by 114 publications

References 47 publications

A brief review of technology‐based antecedent training procedures

A brief review of technology‐based antecedent training procedures

Trends in Employment for Individuals with Autism Spectrum Disorder: a Review of the Research Literature

JobTIPS: A Transition to Employment Program for Individuals with Autism Spectrum Disorders

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