Technology Tools for Students With Autism: Innovations that Enhance Independence and Learning

by Katharina Boser Ph.D. (Editor), Matthew Goodwin Ph.D. (Editor), Sarah Wayland Ph.D. (Editor), John Elder Robison (Foreword by), Geraldine Dawson Ph.D. (Foreword by)

Overview

Technology holds great promise for helping students with autism learn, communicate, and function effectively in the modern world. Start leveraging that power today with this forward-thinking book, your in-depth guided tour of technologies that support learners with autism and help them fully participate in their classroom and community. You’ll learn about readily available technologies you can use right now—from apps to video modeling—and explore next-wave innovations that will help shape the future of autism intervention, such as therapeutic robots and advanced virtual reality technologies. You’ll also get critical guidance on how to select the appropriate technology for your needs, weave technology into a universal design for learning framework, and conduct effective professional development so teachers make the most of new tools and strategies.

DISCOVER TECHNOLOGIES THAT HELP

• support the overall learning of children on the autism spectrum
• teach social skills and support emotion regulation through independent data collection
• develop executive function strategies and improve flexibility, memory, and transitions
• boost literacy and language skills
• support young adults’ transition to the workplace
• make data collection and program evaluation more effective and efficient
• strengthen teacher training programs
• enhance use of evidence-based practices

Explore the benefits of technologies like

apps for education, communication, behavior regulation, and more

video modeling

language processing software

customized digital stories and book creator apps

element cue supports

emotional regulation and sensing technologies

interactive learning software to improve feedback and metacognition

visualization and mind mapping apps

text-to-speech and speech to text software

e-readers and tablets with integrated multimedia (e.g., cameras, microphones, etc.)

electronic data collection forms for use with handheld devices

and more

Product Details

ISBN-13:	9781598575538
Publisher:	Brookes Publishing
Publication date:	07/14/2014
Sold by:	Barnes & Noble
Format:	eBook
Pages:	376
File size:	9 MB

About the Author

Gregory D. Abowd, D.Phil., is Regents’ and Distinguished Professor in the School of Interactive Computing at the Georgia Institute of Technology. He received the degrees of M.Sc. and D.Phil. in computation from the University of Oxford. Dr. Abowd leads a research group interested in human-centered applications of mobile and ubiquitous computing technologies, with an emphasis on home and health. He was a leader in establishing the importance of computing technology to address a variety of challenges linked to autism and has published widely on this topic and assisted in the development of commercial solutions. He is Fellow of the Association of Computing Machinery (ACM). In 2009, he was awarded the ACM Eugene Lawler Humanitarian Award for his research efforts.

Rosa I. Arriaga, Ph.D., is a developmental psychologist in the School of Interactive Computing and Director of Pediatric Research for the Health Systems Institute at Georgia Institute of Technology. Her emphasis is on using psychological theory and methods to address fundamental topics of human-computer interaction. Current research interests in the area of health include how technology and crowd sourcing can aid individuals with autism spectrum disorders and their caregivers, how mobile solutions can improve chronic care management, and how lab-based technologies can be scaled and deployed to broaden their impact.

Emma Ashwin, Ph.D., received her undergraduate degree in psychology at the University of Cambridge in 2003 and subsequently began work as a research assistant at the Autism Research Centre (ARC) in Cambridge, England. She then completed a Ph.D. in the ARC, investigating fetal hormonal effects on social and emotional development and the effects on later brain function and structure. She is currently a research scientist at Bath University, England.

Simon Baron-Cohen, Ph.D., Director of the Autism Research Centre (ARC) in Cambridge, England, is Professor of Developmental Psychopathology at the University of Cambridge and Fellow at Trinity College, Cambridge. He holds degrees in Human Sciences from New College, Oxford, a Ph.D. in Psychology from University College, London, and an M.Phil. in Clinical Psychology at the Institute of Psychiatry. He is Director of the Cambridge Lifespan Asperger Syndrome Service, a clinic for adults with suspected autism. He is author or editor of numerous books for both scholarly audiences and parents and teachers and is author of the DVDROM Mind Reading, nominated for a BAFTA for Best Off-Line Learning. He is also editor-in-chief of the online open access journal Molecular Autism. He has received awards from the American Psychological Association, the British Association for the Advancement of Science, and the British Psychological Society for his research into autism, which currently is focused on testing the “extreme male brain†theory. He has been president of the Psychology Section of the BA and vice president of the International Society for Autism Research as well as the National Autistic Society.

Katharine P. Beals, Ph.D., holds a Ph.D. in linguistics from the University of Chicago and worked for 5 years as a senior software engineer in the Natural Language group of Unisys Corporation before joining the University of Pennsylvania Graduate School of Education and Drexel University School of Education. Her research interests include language acquisition, educational software, and the education of children with autism. She has presented posters at the Autism Association of America and International Meeting for Autism Research conferences and has published articles and book chapters on computational linguistics, pragmatics, and autism. She is also the architect of the GrammarTrainer software program, a comprehensive English grammar curriculum for children on the autistic sp

Table of Contents

About the Editors
Contributors
Foreword John Elder Robison
Foreword Geraldine Dawson Preface
Acknowledgments
Perspectives from an Adult with Autism Spectrum Disorder
Stephen Shore

I Overview: Policy, Research, and Implementation Support
Katharina I. Boser

1. What Is Driving Innovative and Assistive Technology Solutions in Autism Services?
   Tracy Gray and Alise Brann
2. Universal Design for Learning: Meeting the Needs of Learners with Autism Spectrum Disorders
   Yvonne Domings, Yvel Cornel Crevecoeur, and Patricia Kelly Ralabate

II Classroom Tools
Katharina I. Boser

1. Classroom-Based Technology Tools
   Christopher R. Bugaj, Melissa A. Hartman, and Mark E. Nichols
2. Using Virtual Reality Technology to Support the Learning of Children on the Autism Spectrum
   Sarah Parsons, Nigel Newbutt, and Simon Wallace
3. Using Therapeutic Robots to Teach Students with Autism in the Classroom: Exploring Research and Innovation
   Katharina I. Boser, Corinna E. Lathan, Charlotte Safos, Rita Shewbridge, Carole Samango-Sprouse, and Marek Michalowski

III Language Tools
Sarah C. Wayland

1. Language Software for Teaching Semantics, Grammar, and Pragmatics to Students with Autism
   Katharine P. Beals and Felicia Hurewitz
2. Mobile Media Devices: A Paradigm Shift in Communication Technology for Persons with Autism Spectrum Disorder
   Jessica Gosnell Caron and Howard C. Shane
3. Technology to Support Literacy in Autism
   Sarah C. Wayland, Katharina I. Boser, and Joan L. Green

IV Social Skills and Emotion-Regulation Management Tools
Matthew S. Goodwin

1. Using New Technology to Teach Emotion Recognition to Children with Autism Spectrum Disorders
   Simon Baron-Cohen, Ofer Golan, and Emma Ashwin
2. Incorporating Technology into Peer Social Group Programs
   Andrea Tartaro and Corina Ratz
3. Technologies to Support Interventions for Social-Emotional Intelligence, Self-Awareness, Personal Style, and Self-Regulation
   Dorothy Lucci, Minna Levine, Kelley Challen-Wittmer, and Donald Scott McLeod

V Data-Collection Tools
Matthew S. Goodwin

1. No More Clipboards! Mobile Electronic Solutions for Data Collection, Behavior Analysis, and Self-Management Interventions
   Minna Levine
2. Tools to Support Simplified Capture of Activities in Natural Environments
   Gregory D. Abowd, Julie A. Kientz, Gillian R. Hayes, Rosa I. Arriaga, and Nazneen

VI Teacher Training and Practical Implementation
Sarah C. Wayland

1. Racing Through the Professional-Development Obstacle Course
   Christopher R. Bugaj, Melissa A. Hartman, and Mark E. Nichols
2. Using Distance Learning Technology to Increase Dissemination of Evidence-Based Practice in Autism Spectrum Disorder
   Brooke Ingersoll and Allison Wainer
3. Bringing a School up to Speed: Experiences and Recommendations for Technology Implementation
   Monica Adler Werner, Kathryn Nagle, Chris Bendel, and Bonnie Beers

VII Adult Transition to the Workplace
Katharina I. Boser

1. Using Mobile Technologies to Support Students in Work-Transition Programs
   Gillian R. Hayes, Michael T. Yeganyan, Jed R. Brubaker, Linda J. O'Neal, and Stephen W. Hosaflook

Index