Spnd 456 autism second weekendPresentation Transcript
Technology and Students on the Autism Spectrum
How are you currently using Technology with yourstudents on the spectrum? Three minute discussion
Why use technology?
Research Suggests: Students are engaged
Research Suggests:Computers are Predictable
Research Suggests: See an increase in: Attention in-seat behavior increase in generalization
Research Suggests: See an decrease in: Agitation Self-stimulation Peseveration
7% 77%%age of independenttransitions (10 identifiedthroughout the schoolday in general edclassroom
Research Video modeling with video captions More similar the video to the target setting, see increased likelihood transfer will occur
Baron-Cohen described individuals w/ autismshow superior skills in systemizing – the drive toanalyze or build systems in order to understandand predict the system’s behavior and underlyingrules.Hyperattentive to detail,Affinity for systems – rules, predictability, routinesComputers are predictable and systems orientedvisual technologies – tap into strengths
Research Suggests: Systemize – attention to detail, to find meaning in detail STRENGTH!
Research Technology Holds great promise Improved generalization and transfer of skills
Research Generalization is more likely to occur when common stimuli are presented within numerous learning trials.
Research to increase generalization, use real objects, photographic or video representations rather than unrealistic drawings on worksheets.Thoughts about symbols?
Conclusion – Need to explore computer-basedand video-supported strategies that supplementactual instruction in realistic environments wherethe actual skills occur.(typical methods (flashcards/paper basedstrategies) do not provide learners with sufficientnumber of exemplars depicting or referencingactual community contexts).
Video models help learnersacquire target skills and generalize those target skills to community settings.Video supports for Teaching Students with Developmental Disabilities and Autism: 25 years of Research and Development. Ayres et al, Journal of Special Education Technology, 2008.
Research On Virtual Environments and Students with AutismBasis – theorized that virtual environments/ technology provides opportunitiesFor communication with others and circumvent their social and communicationImpairments and sense of isolationEnables social skills to be practiced and rehearsed in realistic settings in real timeOffers environments that are realistic, yet safe and controlled.Use of emoticons
Virtual Environments – positive impact Exploratory study conducted to determine ifchildren with autism could understand emotions asrepresented by an avator. 34 students (ages 8 –16 years) interacted with software designed toevaluate their ability to identiy and makeinferences from facial expression.90% of participants accurately recognizedemotions displayed by avatar representations.Collaborative Virtual Environment Technology for People with Autism Moore, et al.Focus on Autism and other Developmental Disabilities, Winter 2005)
Children 8 – 11, 10 weeks of Mind Reading software to teach emotionRecognition (ER).Results – following intervention, children improved onface and voice ER for basic andComplex emotions that were in the software as well ascomplex voice ER for emotionsNot included in Mind Reading.Using AT to Teach Emotion Recognition to Students with Asperger Syndrome:A Pilot StudyLacava, et al, Remedial and Special Education, May/June 2007
Social storieslow to high tech
Comic Strip Conversations Perspective taking
Video Modelinglow to high tech
ArticlesAT for Children with Autism – Susan Stokes
Online ResourcesGoogle Sketchup for Educators
Online ResourcesTech for Autism Spectrum Disorders