Swipe om te navigeren naar een ander artikel
The use of technology in intervention and instruction for adolescents with autism spectrum disorder (ASD) is increasing at a striking rate. The purpose of this paper is to examine the research literature underlying the use of technology in interventions and instruction for high school students with ASD. In this paper, authors propose a theoretical and conceptual framework for examining the use of technology by and for adolescents with ASD in school, home, and community settings. This framework is then used to describe the research literature on efficacy of intervention and instruction that utilizes technology. A review of the literature from 1990 to the end of 2013 identified 30 studies that documented efficacy of different forms of technology and their impact on academics, adaptive behavior, challenging behavior, communication, independence, social competence, and vocational skills.
Log in om toegang te krijgen
Met onderstaand(e) abonnement(en) heeft u direct toegang:
Achmadi, D., Kagohara, D. M., van der Meer, L., O’Reilly, M. F., Lancioni, G. E., et al. (2012). Teaching advanced operation of an iPod speech generating device to two students with autism spectrum disorders. Research in Autism Spectrum Disorders, 6, 1258–1264. doi: 10.1016/j.rasd.2012.05.005. CrossRef
Allen, K. D., Burke, R. V., Howard, M. R., Wallace, D. P., & Bowen, S. L. (2012). Use of audio cuing to expand employment opportunities for adolescents with autism spectrum disorders and intellectual *disabilities. Journal of Autism and Developmental Disabilities, 42, 2410–2419. doi: 10.1007/s10803-012-1519-7. CrossRef
Allen, K. D., Wallace, D. P., Greene, D. J., Bowen, S. L., & Burke, R. V. (2010). Community-based vocational instruction using videotaped modeling for young adults with autism spectrum disorders performing in air-inflated *mascots. Focus on Autism and Other Developmental Disabilities, 25, 186–192. doi: 10.1177/1088357610377318. CrossRef
Baio, J. (2014). Prevalence of autism spectrum disorder among children aged 8 years: Autism and developmental disabilities monitoring network, 11 sites, United States, 2010, vol. 63, pp. 1–21. Retrieved from http://www.cdc.gov/mmwr/preview/mmwrhtml/ss6302a1.htm?s_cid=ss6302a1_e.
Bennett, K. D., Ramasamy, R., & Honsberger, T. (2013). Further examination of covert audio coaching on improving employment skills among secondary students with *autism. Journal of Behavioral Education, 22(103–119), 1086. doi: 10.1007/s4-013-9168-2.
Bereznak, S., Ayres, K. M., Mechling, L. C., & Alexander, J. L. (2012). Video self-prompting and mobile technology to increase daily living and vocational independence for students with autism spectrum *disorders. Journal of Developmental and Physical Disabilities, 24, 269–285. doi: 10.1007/s10882-012-9270-8. CrossRef
Boser, K. I., Goodwin, M. S., & Wayland, S. C. (Eds.). (2014). Technology tools for students with autism: Innovations that enhance independence and learning. Baltimore, MD: Brookes.
Bronfenbrenner, U. (1979). The ecology of human development. Cambridge, MA: Harvard University Press.
Canadian Association for Occupational Therapy (2012). CAOT position statement on assistive technology and occupational therapy. Ottawa, Ontario, Canada: Author. Retrieved from https://www.caot.ca/default.asp?pageid=4184
Cannella-Malone, H. I., Fleming, C., Chung, Y., Wheeler, G. M., Basbagill, A. R., & Singh, A. H. (2011). Teaching daily living skills to seven individuals with severe intellectual disabilities: A comparison of video-prompting to video-modeling. Journal of Positive Behavior Interventions, 13(3), 144–153. doi: 10.1177/1098300710366593.
Cook, A. M., & Hussey, S. M. (2008). Assistive technology principles and practice (3rd ed.). St. Louis, MO: Mosby.
CSESA Technology Group. (2013). Definition of technology for adolescents with Autism Spectrum Disorders. Chapel Hill, NC: Center on Secondary Education for Students with Autism Spectrum Disorder.
Estes, A., Rivera, V., Bryan, M., Cali, P., & Dawson, G. (2011). Discrepancies between academic achievement and intellectual ability in higher-functioning school-age children with autism spectrum disorder. Journal of Autism and Developmental Disorders, 41, 1044–1052. doi: 10.1007/s10803-010-1127-3. CrossRefPubMed
Fogg, B. J., & Eckles, D. (2007). Mobile persuasion: 20 perspectives on the future of behavior change. Stanford, CA: Persuasive Technology Lab.
Fogg, B. J., Lee, E., & Marshall, J. (2002). Interactive technology and persuasion. In J. Dillard & M. Pfau (Eds.), The persuasion handbook: Developments in theory and practices. Thousand Oaks, CA: Sage. Retrieved from http://knowledge.sagepub.com/view/hdbk_persuasion/n34.xml.
Fogg, B. J., & Tseng, H. (1999). Credibility and computing. Communications of the ACM, 42(6), 39–44.
Ganz, J. B., Earles-Vollrath, T. L., Heath, A. K., Parker, R. I., Rispoli, M. J., & Duran, J. B. (2012). A meta-analysis of single case research studies on aided augmentative and alternative communication systems with individual with autism spectrum disorders. Journal of Autism and Developmental Disorders, 42, 60–74. doi: 10.1007/s10803-011-1212-2. CrossRefPubMed
Gentry, T., Wallace, J., Kvarfordt, C., & Lynch, K. B. (2011). Personal digital assistants as cognitive aides to high school students with autism: Results of a community-based trial. Journal of Vocational Rehabilitation, 32, 101–107. doi: 10.3233/JVR-2010-0499.
Hart, J. E., & Whalon, K. J. (2012). Using video-self modeling via iPads to increase academic responding of an adolescent with autism spectrum disorder and intellectual *disability. Education and Training in Autism and Developmental Disabilities, 47, 438–446.
Hofmeister, A. M., & Friedman, S. G. (1986). The application of technology to the education of persons with severe disabilities. In R. Horner, L. Meyer, & H. Fredericks (Eds.), Education of learners with severe handicaps: Exemplary services strategies (pp. 351–368). Baltimore, MD: Brookes.
*Hopkins, I. M., Gower, M. W., Perez, T. A., Smith, D. S., Amthor, F. R., Wimsalt, F. C., et al. (2011). Avatar assistant: Improving social skills in students with an ASD through computer-based intervention. Journal of Autism and Developmental Disorders, 41(1543–1555), 1080. doi: 10.1007/S3-011-1179-z.
Johnson, J. W., Blood, E., Freeman, A., & Simmons, K. (2013). Evaluating the effectiveness of teacher-implemented video prompting on an iPod Touch to teach food preparation skills to high school students with autism spectrum *disorders. Focus on Autism and Other Developmental Disabilities, 28, 147–158. doi: 10.1177/1088357613476344. CrossRef
Kagohara, D. M., van der Meer, L., Achmadi, D., Green, V. A., O’Reilly, M. F., Mulloy, A., et al. (2010). Behavioral intervention promotes successful use of an iPod-based communication device by an adolescent with *autism. Clinical Case Studies, 9, 328–338. doi: 10.1177/1534650110379633. CrossRef
Kagohara, D. M., van der Meer, L., Ramdoss, S., O’Reilly, M., Lancioni, G. E., Davis, T. N., et al. (2013). Using iPods ® and iPads ® in teaching programs for individuals with developmental disabilities: A systematic review. Research in Developmental Disorders, 34, 147–156. doi: 10.1016/j.ridd.2012.07.027. CrossRef
Keintz, J., Goodwin, M. S., Hayes, G., & Abowd, G. (2013). Interactive technologies for autism. In Synthesis Lectures on Assistive, Rehabilitative, and Health-Preserving Technologies (Vol. 2, Issue 2, pp. 1–177). Morgan & Claypool. doi: 10.2200/s00533ed1v01y201309arh004
Kuo, M. H., Orsmond, G. I., Coster, W. J., & Cohn, E. S. (2014). Media use among adolescents with autism spectrum disorder. Autism, 18(8), 914–923. doi: 10.1177/1362361313497832.
Loucas, T., Charman, T., Pickles, A., Simonoff, E., Chandler, S., Meldrum, D., et al. (2008). Autistic symptomatology and language ability in autism spectrum disorder and specific language impairment. Journal of Child Psychology and Psychiatry, 49, 1184–1192. doi: 10.1111/j.1469-7610.2008.01951.x. CrossRefPubMed
Madden, M., Lenhart, A., Duggan, M., Cortesi, S., & Gasser, U. (2013). Teens and technology 2013. Washington, DC: Pew Research Center’s Internet & American Life Project. Retrieved from http://www.pewinternet.org/Reports/2013/Teens-and-Tech.aspx.
Matson, J. L., Mahan, S., Hess, J. A., Fodstad, J. C., & Neal, D. (2010). Progression of challenging behaviors in children and adolescents with autism spectrum disorders as measured by the Autism Spectrum Disorders-Problem Behaviors for Children (ASD-PBC). Research in Autism Spectrum Disorders, 4, 400–404. CrossRef
Mechling, L. C. (2011). Review of twenty-first century portable electronic devices for persons with moderate intellectual disabilities and autism spectrum disorders. Education and Training in Autism and Developmental Disabilities, 46, 479–498.
Mechling, L. C., & Ayres, K. M. (2012). A comparative study: Completion of fine motor office related tasks by high school students with autism using video models on large and small screen *sizes. Journal of Autism and Developmental Disorders, 42, 2364–2373. doi: 10.1007/s10803-012-1484-1. CrossRefPubMed
Mechling, L. C., Ayres, K. M., Foster, A. L., & Bryant, K. J. (2013). Comparing the effects of commercially available and custom-made video prompting for teaching cooking skills to high school students with *autism. Remedial and Special Education, 34, 371–383. doi: 10.1177/0741932513494856. CrossRef
Mechling, L. C., Gast, D. L., & Cronin, B. A. (2006). The effects of presenting high-preference items, paired with choice, via computer-based video programming on task completion of students with *autism. Focus on Autism and Other Developmental Disabilities, 21(1), 7–13. CrossRef
Myles, B. S., Ferguson, H., & Hagiwara, T. (2007). Using a personal digital assistant to improve the recording of homework assignments by an adolescent with Asperger *syndrome. Focus on Autism and Other Developmental Disabilities, 22(2), 96–99. CrossRef
Nepo, K. G. (2011). The use of technology to improve staff *performance. International Journal of Behavioral Consultation and Therapy, 6, 134–141. CrossRef
Newman, L. (2007). Facts from NLTS2: Secondary school experiences of students with autism. Menlo Park, CA: SRI International. Retrieved from http://ies.ed.gov/pubsearch/pubsinfo.asp?pubid=NCSER20073005.
Newman, L., Wagner, M., Knokey, A-M., Marder, C., Nagle, K., Shaver, D., et al. (2011). The post- high school outcomes of young adults with disabilities up to 8 years after high school. A report from the National Longitudinal Transition Study- 2 (NLTS2) (NCSER 2011-3005). Menlo Park, CA: SRI International. Retrieved from http://www.nlts2.org/reports/2011_09_02/nlts2_report_2011_09_02_complete.pdf.
Pennington, R. C. (2010). Computer-assisted instruction for teaching academic skills to students with autism spectrum disorders: A review of literature. Focus on Autism and Other Developmental Disabilities, 25(4), 239–248. CrossRef
Petty, R. E., & Brinol, P. (2008). Persuasion: From single to multiple metacognitive processes. Perspecives on Psychologyical Science, 3(2), 137–145. CrossRef
Pierce, N. P., O’Reilly, M. F., Sorrells, A. M., Gragale, C. L., White, P. J., Aguilar, J. M., et al. (2014). Ethnicity reporting practices for empirical research in three autism-related journals. Journal of Autism and Developmental Disorders. Advance online publication. doi: 10.1007/s10803-014-2041-x
Plavnick, J. B. (2012). A practical strategy for teaching a child with autism to attend to and imitate a portable video model. Research and Practice for Persons with Severe Disabilities, 37, 264–270.
Ploog, B. O., Scharf, A., Nelson, D., & Brooks, P. J. (2013). Use of computer-assisted technologies (CAT) to enhance social, communicative, and language development in children with autism spectrum disorders. Journal of Autism and Developmental Disorders, 43(2), 301–322. doi: 10.1007/s10803-012-1571-3. CrossRefPubMed
Ramdoss, S., Lang, R., Mulloy, A., Franco, J., O’Reilly, M., Didden, R., et al. (2011a). Use of computer-based interventions to teach communication skills to children with autism spectrum disorders: A systematic review. Journal of Behavioral Education, 20(1), 55–76. doi: 10.1007/s10864-010-9112-7. CrossRef
Ramdoss, S., Machalicek, W., Rispoli, M., Mulloy, A., Lang, R., & O’Reilly, M. (2012). Computer-based interventions to improve social and emotional skills in individuals with autism spectrum disorders: A systematic review. Developmental Neurorehabilitation, 15(2), 119–135. doi: 10.3109/17518423.2011.651655. CrossRefPubMed
Ramdoss, S., Mulloy, A., Lang, R., O’Reilly, M., Sigafoos, J., Lancioni, G., et al. (2011b). Use of computer-based interventions to improve literacy skills in students with autism spectrum disorders: A systematic review. Research in Autism Spectrum Disorders, 5, 1306–1318. doi: 10.1016/j.rasd.2011.03.004. CrossRef
Reardon, K. (1981). Persuasion: Theory and context. London: Sage.
Richter, S., & Test, D. (2011). Effects of multimedia social stories on knowledge of adult outcomes and opportunities among transition-aged youth with significant cognitive *disabilities. Education and Training in Autism and Developmental Disabilities, 46, 410–424.
Shane, H. C., Laubscher, E. H., Schlosser, R. W., Flynn, S., Sorce, J. F., & Abramson, J. (2012). Applying technology to visually supported language and communication in individuals with autism spectrum disorders. Journal of Autism and Developmental Disorders, 42, 1228–1235. doi: 10.1007/s10803-011-1304-z. CrossRefPubMed
Stephenson, J., & Limbrick, L. (2013). A review of the use of touch-screen mobile devices by people with developmental disabilities. Journal of Autism and Developmental Disorders. Advance online publication. doi:10l1007/s10803-0130198-8
Strickland, D. C., Coles, C. D., & Southern, L. B. (2013). Jobtips: A transition to employment program for individuals with autism spectrum *disorders. Journal of Autism and Developmental Disorders. Advance online publication. doi: 10.1007/s10803-013-1800-4.
Stromer, R., Mackay, H. A., Howell, S. R., McVay, A. A., & Flusser, D. (1996). Teaching computer-based spelling to individuals with developmental and hearing disabilities: Transfer of stimulus control to writing *tasks. Journal of Applied Behavior Analysis, 29, 25–42. doi: 10.1901/jaba.1996.29-25. PubMedCentralCrossRefPubMed
Van Laarhoven, T., Winiarski, L., Blood, E., & Chan, J. M. (2012). Maintaining vocational skills of individuals with autism and developmental disabilities through video *modeling. Education and Training in Autism and Developmental Disabilities, 47, 447–461.
Wong, C., Odom, S. L., Hume, K. A., Cox, A., Fettig, A., Kucharczyk, S., et al. (2014). Evidence-based practices in autism spectrum disorders (1990–2011). Chapel Hill, NC: National Professional Development Center on Autism Spectrum Disorders.
Yakubova, G., & Taber-Doughty, T. (2013). Brief report: Learning via the electronic interactive whiteboard for two students with autism and a student with moderate intellectual *disability. Journal of Autism and Developmental Disorders, 43, 1465–1472. doi: 10.1007/s10803-012-1682-x. CrossRefPubMed
- Technology-Aided Interventions and Instruction for Adolescents with Autism Spectrum Disorder
Samuel L. Odom
Julie L. Thompson
Brian A. Boyd
Jessica R. Dykstra
Michelle A. Duda
Kathrine L. Szidon
Leann E. Smith
- Springer US