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

I Overview: Policy, Research, and Implementation Support

  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

  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

  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

  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

  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

  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

  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.

Dr. Boser has a background in developmental psychology and cognitive science, with extensive research on social robots and educational technologies for children with autism.

Matthew S. Goodwin, Ph.D.

Dr. Goodwin has over 15 years of research and clinical experience and is involved in innovative technologies for behavioral assessment.

Sarah C. Wayland, Ph.D.

Dr. Wayland has focused on language development and has worked extensively to support individuals with disabilities through community engagement and research.

Classroom-Based Technology Tools

A vast array of low- to high-tech tools may be utilized to reduce and eliminate educational barriers for students with autism spectrum disorders (ASDs). This chapter describes various tools available to support students in accessing the general education curriculum. It emphasizes that tools must be adapted to meet the individual needs of students.

Tools for Routines and Self-Management

Routines foster successful engagement for students with ASDs. Disruptions can lead to adverse behaviors; thus, it’s essential for teachers to reinforce appropriate routines.

Visual Schedules

Visual schedules provide clear direction while requiring minimal social exchange, which helps prevent confusion for students. One common method is to list activities by times using pictures and phrases that can be arranged to show a student's daily activities.

Behavior Charts

Behavior charts facilitate self-monitoring and help students differentiate between appropriate and inappropriate behaviors. They should be easily accessible and consistently placed across environments to promote self-management.

Mobile Devices

Mobile devices offer on-demand access to resources and tools for self-management, enabling students to maintain focus and manage their behavior effectively.

Structuring the Classroom Environment

A structured and flexible classroom is vital for students with ASDs, utilizing designated workstations and sensory areas to support learning and independence.

Delivery of Instruction

Emphasizing multiple representation means allows teachers to reach all students effectively. Teachers should utilize a mix of digital tools and low-tech options to ensure all needs are met, engaging students through interactive learning experiences.