Assistive Technology for People with Autism Spectrum Disorders

Lang, Russell; Ramdoss, Sathiyaprakash; Raulston, Tracy J.; Carnet, Amarie; Sigafoos, Jeff; Didden, Robert; Moore, Dennis W.; O’Reilly, Mark F.

doi:10.1007/978-1-4899-8029-8_6

Cited by 20 publications

(8 citation statements)

References 96 publications

(86 reference statements)

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“…According to Lewis (1998), assistive technology serves two major purposes: to counterbalance the effects of the disability by increasing the individual's strengths and to provide an alternative mode of performing; thus, allowing learners to compensate for the disability in the classrooms by potentially enhancing academic achievement in written expression, reading, mathematics, and spelling, improving organization, and promoting social acceptance. Lang et al (2014) presented 11 studies revealing assistive technology as a significant intervention approach in improving communication, social, and daily living skills of individuals with ASD.…”

Section: Use Of Tablet Devices In the Classroommentioning

confidence: 99%

Tablet Devices in the Classroom: Their Instructional Role with Children on the Autism Spectrum

Correia

Halabi²

2021

Journal of Educational Technology Systems

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Understanding the instructional role of tablet devices while teaching a group of learners diagnosed with autism was the purpose of this research study. Five children diagnosed with autism participated in activities involving traditional paper and pencil and tablet devices. Observations and interviews with learners and one teacher were conducted. The case study provided an understanding of the motivational impact tablet devices potentially have on learners on the autism spectrum concerning engagement and participation in learning activities. The study also revealed that technology in general and tablet devices, in particular, are used in the classroom as reward mechanisms and entertaining strategies to seize and retain the learners’ attention to achieve instructional goals.

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Section: Use Of Tablet Devices In the Classroommentioning

confidence: 99%

Tablet Devices in the Classroom: Their Instructional Role with Children on the Autism Spectrum

Correia

Halabi²

2021

Journal of Educational Technology Systems

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“…Keeping appointments and schedules is essential to fulfill required academic responsibilities and may even foster personal and professional relationships in a college setting. Despite the importance of these self-management skills, postsecondary students with IDD often struggle with organizing and scheduling activities (Freedman, 2010; Lancioni & Singh, 2014; Lang et al, 2014) such as coping with schedules, arranging classroom materials, recording assignment details and due dates, meeting deadlines, and overall time management. Problems with organizing information, planning, and programming activities can affect academic performance and contribute to stress and anxiety for college students with IDD (Kuder & Accardo, 2018).…”

Section: Self-managementmentioning

confidence: 99%

Teaching the Calendar Application on a Mobile Device to Young Adults With Intellectual and Developmental Disabilities

Balint-Langel

Yuan

Hua

2020

J Spec Educ Technol

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Individuals with intellectual and developmental disabilities (IDD) often have difficulties with self-management skills such as scheduling daily tasks for educational, vocational, and leisure purposes. In this study, we used a multiple probe across participant design to evaluate the effects of constant time delay in teaching young adults with IDD the necessary steps to schedule events and set reminders using the Calendar application (app). Three students with IDD in a postsecondary education setting participated in this study and acquired the steps required for programming events and their reminders in the Calendar app. In addition, two participants independently attended the scheduled events without additional reminders from adults. Limitations, future research, and practical implications are discussed.

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“…There is, understandably, much excitement about this potential. Assistive technologies similarly cover a wide-range of devices and equipment that facilitates teaching new skills, augments existing skills, or otherwise reduces the impact of disability on daily functioning [( 8 ), p. 157]. It may be extremely high-tech (making use of virtual reality, robotics, or brain-computer interfaces) or low-tech (pencil grips, slant boards, pictures for communication).…”

Section: Persons With Intellectual and Developmental Disabilities Andmentioning

confidence: 99%

Autonomy Benefits and Risks of Assistive Technologies for Persons With Intellectual and Developmental Disabilities

O’Brolcháin

2018

Front. Public Health

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This paper explores the ways in which assistive technologies (ATs) can both promote and undermine the autonomy of Persons with Intellectual and Developmental Disabilities (PIDD). Following an initial discussion of ATs for PIDD, I examine the specific issues of autonomy for PIDD. I outline the ways in which ATs can boost autonomy, of PIDD, focusing on knowledge, authenticity, and liberty. Following that I suggest that ATs are not necessarily beneficial in terms of autonomy and examine ways that they might be used to undermine the autonomy of PIDD, specifically the categories of knowledge, authenticity, and liberty. I conclude by suggesting that the development of ATs requires ethical oversight.

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Assistive Technology for People with Autism Spectrum Disorders

Cited by 20 publications

References 96 publications

Tablet Devices in the Classroom: Their Instructional Role with Children on the Autism Spectrum

Tablet Devices in the Classroom: Their Instructional Role with Children on the Autism Spectrum

Teaching the Calendar Application on a Mobile Device to Young Adults With Intellectual and Developmental Disabilities

Autonomy Benefits and Risks of Assistive Technologies for Persons With Intellectual and Developmental Disabilities

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