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

Sarah C. Wayland, Ph.D.

Center for Advanced Study of Language
University of Maryland
College Park

Contents

  1. About the Editors ... ix
  2. Contributors ... xi
  3. Foreword John Elder Robison. ... xxiii
  4. Foreword Geraldine Dawson. ... xxvii
  5. Preface ... xxix
  6. Acknowledgments ... xxxiii
  7. Perspectives from an Adult with Autism Spectrum Disorder Stephen Shore. ... xxxvii

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

  3. 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

  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.

Katharina I. Boser, Ph.D., received her B.A., M.A., and Ph.D. from Cornell University in developmental psychology and cognitive science. She completed postdoctoral work at the University of Maryland studying language rehabilitation using computing technologies for patients with aphasia. Dr. Boser has conducted research on social robots and is involved in usability research with technology companies developing computer software for students with autism. She has presented at many national and international conferences on autism technology research and cognition.

Matthew S. Goodwin, Ph.D.

Matthew S. Goodwin, Ph.D., is an assistant professor at Northeastern University. He has over 15 years of experience working with children and adults on the autism spectrum and developing innovative technologies for behavioral assessment and intervention.

Sarah C. Wayland, Ph.D.

Sarah C. Wayland, Ph.D., is a senior research scientist at the University of Maryland. She has worked on issues pertaining to language for over 25 years and is active in the local disability community, organizing conferences to help parents and professionals learn more about ways to support children with disabilities.

Classroom-Based Technology Tools

Tools for Routines and Self-Management

Routines are integral parts of daily life for students with ASDs and foster successful engagement and increased independence. Technology tools can readily support a student in reaching full academic potential. Common tools found within the home, school, or work environment can be utilized, such as Microsoft Word and PowerPoint for creating personal visual schedules and behavior charts. Visual schedules provide clear direction and help students follow the schedule effectively.

Tools for Structuring the Classroom Environment

Students with ASDs require a structured day and a predictable environment. Classrooms should contain academic, sensory, and individual spaces. Visual schedules that outline activities and sensory breaks should be included. Sensory areas should contain materials reviewed by teachers and service providers to support students during their day.

Tools for Delivering Instruction

Utilizing multiple means for representation is crucial when delivering instruction. Interactive whiteboards and digital tablets enhance engagement through visual and kinesthetic activities. Text-to-speech software can help eliminate barriers in traditional textbooks, while a variety of applications are available for presenting material in all content areas.