Technology Tools for Students with Autism

Innovations that Enhance Independence and Learning

edited by

Katharina I. Boser, Ph.D.,

Glenelg Country School Individual Differences in Learning Association Clarksville, Maryland

Matthew S. Goodwin, Ph.D.,

Bouvé College of Health Science and College of Computer and Information Science Northeastern University Boston, Massachusetts

and

Sarah C. Wayland, Ph.D.

Center for Advanced Study of Language University of Maryland College Park

Contents

I Overview: Policy, Research, and Implementation Support

Katharina I. Boser ... 1
1 What Is Driving Innovative and Assistive Technology Solutions in Autism Services?
Tracy Gray and Alise Brann ... 3
2 Universal Design for Learning: Meeting the Needs of Learners with Autism Spectrum Disorders
Yvonne Domings, Yvel Cornel Crevecoeur, and Patricia Kelly Ralabate ... 21

II Classroom Tools

Katharina I. Boser ... 43
3 Classroom-Based Technology Tools
Christopher R. Bugaj, Melissa A. Hartman, and Mark E. Nichols ... 47
4 Using Virtual Reality Technology to Support the Learning of Children on the Autism Spectrum
Sarah Parsons, Nigel Newbutt, and Simon Wallace ... 63
5 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 ... 85

III Language Tools

Sarah C. Wayland ... 105
6 Language Software for Teaching Semantics, Grammar, and Pragmatics to Students with Autism
Katharine P. Beals and Felicia Hurewitz ... 107
7 Mobile Media Devices: A Paradigm Shift in Communication Technology for Persons with Autism Spectrum Disorder
Jessica Gosnell Caron and Howard C. Shane ... 125
8 Technology to Support Literacy in Autism
Sarah C. Wayland, Katharina I. Boser, and Joan L. Green ... 141

IV Social Skills and Emotion-Regulation Management Tools

Matthew S. Goodwin ... 169
9 Using New Technology to Teach Emotion Recognition to Children with Autism Spectrum Disorders
Simon Baron-Cohen, Ofer Golan, and Emma Ashwin ... 171
10 Incorporating Technology into Peer Social Group Programs
Andrea Tartaro and Corina Ratz ... 185
11 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 ... 201

V Data-Collection Tools

Matthew S. Goodwin ... 227
12 No More Clipboards! Mobile Electronic Solutions for Data Collection, Behavior Analysis, and Self-Management Interventions
Minna Levine ... 229
13 Tools to Support Simplified Capture of Activities in Natural Environments
Gregory D. Abowd, Julie A. Kientz, Gillian R. Hayes, Rosa I. Arriaga, and Nazneen ... 247

VI Teacher Training and Practical Implementation

Sarah C. Wayland ... 265
14 Racing Through the Professional-Development Obstacle Course
Christopher R. Bugaj, Melissa A. Hartman, and Mark E. Nichols ... 267
15 Using Distance Learning Technology to Increase Dissemination of Evidence-Based Practice in Autism Spectrum Disorder
Brooke Ingersoll and Allison Wainer ... 279
16 Bringing a School up to Speed: Experiences and Recommendations for Technology Implementation
Monica Adler Werner, Kathryn Nagle, Chris Bendel, and Bonnie Beers ... 295

VII Adult Transition to the Workplace

Katharina I. Boser ... 307
17 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 ... 309

About the Editors

Katharina I. Boser, Ph.D.

Katharina I. Boser, Ph.D., received her B.A., M.A., and Ph.D. from Cornell University in developmental psychology and cognitive science. She has conducted research on social robots and is involved in usability research with technology companies.

Matthew S. Goodwin, Ph.D.

Matthew S. Goodwin, Ph.D., is an assistant professor at Northeastern University. He has over 15 years of research and clinical experience at the Groden Center focusing on children and adults on the autism spectrum.

Sarah C. Wayland, Ph.D.

Sarah C. Wayland, Ph.D., is a senior research scientist at the University of Maryland’s Center for Advanced Study of Language and has worked in industry designing language products for over a decade.

Chapter 3: Classroom-Based Technology Tools

A vast array of low- to high-tech tools may be utilized to reduce educational barriers for students with autism spectrum disorders (ASDs). This chapter describes tools available to support students in accessing the general education curriculum. Tools for Routines and Self-Management Routines are integral parts of daily life for students with ASDs and foster engagement and independence by helping manage social and academic pressures. Technology tools can support students in reaching academic potential. Common tools can include Microsoft Word and PowerPoint for creating resources such as visual schedules or behavior charts. Visual Schedules provide clear direction for activities throughout the day, improving productivity and transitions. Behavior Charts facilitate self-monitoring of behaviors and can be managed by students or educators. Transition to School examples feature structured environments and behaviors using mobile technology for support, aiding students in managing their daily routines.