boser technology tools.pdf

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

  1. Classroom-Based Technology Tools
    Christopher R. Bugaj, Melissa A. Hartman, and Mark E. Nichols ... 47

  2. Using Virtual Reality Technology to Support the Learning of Children on the Autism Spectrum
    Sarah Parsons, Nigel Newbutt, and Simon Wallace ... 63

  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 ... 85

III Language Tools

Sarah C. Wayland ... 105

  1. Language Software for Teaching Semantics, Grammar, and Pragmatics to Students with Autism
    Katharine P. Beals and Felicia Hurewitz ... 107

  2. Mobile Media Devices: A Paradigm Shift in Communication Technology for Persons with Autism Spectrum Disorder
    Jessica Gosnell Caron and Howard C. Shane ... 125

  3. 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

  1. Using New Technology to Teach Emotion Recognition to Children with Autism Spectrum Disorders
    Simon Baron-Cohen, Ofer Golan, and Emma Ashwin ... 171

  2. Incorporating Technology into Peer Social Group Programs
    Andrea Tartaro and Corina Ratz ... 185

  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 ... 201

V Data-Collection Tools

Matthew S. Goodwin ... 227

  1. No More Clipboards! Mobile Electronic Solutions for Data Collection, Behavior Analysis, and Self-Management Interventions
    Minna Levine ... 229

  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 ... 247

VI Teacher Training and Practical Implementation

Sarah C. Wayland ... 265

  1. Racing Through the Professional-Development Obstacle Course
    Christopher R. Bugaj, Melissa A. Hartman, and Mark E. Nichols ... 267

  2. Using Distance Learning Technology to Increase Dissemination of Evidence-Based Practice in Autism Spectrum Disorder
    Brooke Ingersoll and Allison Wainer ... 279

VII Adult Transition to the Workplace

Katharina I. Boser ... 307

  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 ... 309

About the Editors

Katharina I. Boser, Ph.D.

Received her B.A., M.A., and Ph.D. from Cornell University in developmental psychology and cognitive science. Conducted research on social robots and is involved in usability research with technology companies.

Matthew S. Goodwin, Ph.D.

Assistant professor at Northeastern University with joint appointments in health sciences and computer & information science. Develops and evaluates innovative technologies for behavioral assessment and intervention.

Sarah C. Wayland, Ph.D.

Senior research scientist at the University of Maryland’s Center for Advanced Study of Language, working on language issues for over 25 years.

Classroom-Based Technology Tools

A vast array of low- to high-tech tools can be used to reduce and eliminate educational barriers for students with autism spectrum disorders (ASDs). This chapter describes a sampling of the 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, helping manage social and academic pressures. Technology tools can support a student in reaching full academic potential. Common tools found in classrooms, like Microsoft Word and PowerPoint, can be adapted for personal use (e.g., visual schedules, behavior charts).

Behavior Charts

Behavior charts facilitate independent self-monitoring. They should be accessible to the student and used consistently throughout environments to promote self-management.

Transition to School

Mike navigates his morning routine using his handheld device with daily activity visuals, aiding in managing distractions while reinforcing expected behaviors.

Structuring the Classroom Environment

Classrooms should be safe, predictable, and structured to support ASDs. Settings must include sensory areas for breaks and visual schedules for daily routines.

Tools for Delivering Instruction

Utilizing multiple representation means to deliver instruction is critical. Interactive whiteboards and assistive technologies like text-to-speech software enhance learning engagement.

Tools for Expression of Knowledge

A multitude of tools, including augmentative and alternative communication systems, supports students in demonstrating knowledge through various communicative means.