The document discusses research on using technology with students on the autism spectrum. It suggests that technology can engage students, as computers are predictable. Research shows increased attention, in-seat behavior, and generalization when using technology. Video modeling and virtual environments also show promise by allowing students to practice skills in realistic settings. The document concludes that technology holds great potential when used to supplement instruction in real-world environments through sufficient exposure to examples depicting community contexts.

1. Technology and Students on
the Autism Spectrum

2. How are you currently using
Technology with your
students on the spectrum?
Three minute discussion

3. Why use technology?

4. Research Suggests:
Students are engaged

5. Research Suggests:
Computers are Predictable

6. Research Suggests:
See an increase in:
Attention
in-seat behavior
increase in generalization

7. Research Suggests:
See an decrease in:
Agitation
Self-stimulation
Peseveration

8. 7%  77%
%age of independent
transitions (10 identified
throughout the school
day in general ed
classroom

9. Research
Video modeling with video captions
More similar the video to the target setting,
see increased likelihood transfer will occur

10. Baron-Cohen described individuals w/ autism
show superior skills in systemizing – the drive to
analyze or build systems in order to understand
and predict the system’s behavior and underlying
rules.
Hyperattentive to detail,
Affinity for systems – rules, predictability, routines
Computers are predictable and systems oriented
visual technologies – tap into strengths

11. Research Suggests:
Systemize – attention to detail, to
find meaning in detail
STRENGTH!

12. Research
Technology Holds great promise
Improved generalization and transfer of
skills

13. Research
Generalization is more likely to occur
when common stimuli are presented within
numerous learning trials.

14. Research
to increase generalization, use real
objects, photographic or video
representations rather than unrealistic
drawings on worksheets.
Thoughts about symbols?

15. Conclusion – Need to explore computer-based
and video-supported strategies that supplement
actual instruction in realistic environments where
the actual skills occur.
(typical methods (flashcards/paper based
strategies) do not provide learners with sufficient
number of exemplars depicting or referencing
actual community contexts).

16. Video models help learners
acquire 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.

17. Research On Virtual Environments and Students with Autism
Basis – theorized that virtual environments/ technology provides opportunities
For communication with others and circumvent their social and communication
Impairments and sense of isolation
Enables social skills to be practiced and rehearsed in realistic settings in real time
Offers environments that are realistic, yet safe and controlled.
Use of emoticons

18. Virtual Environments – positive impact
Exploratory study conducted to determine if
children with autism could understand emotions as
represented by an avator. 34 students (ages 8 –
16 years) interacted with software designed to
evaluate their ability to identiy and make
inferences from facial expression.
90% of participants accurately recognized
emotions displayed by avatar representations.
Collaborative Virtual Environment Technology for People with Autism Moore, et al.
Focus on Autism and other Developmental Disabilities, Winter 2005)

19. Children 8 – 11, 10 weeks of Mind Reading software to teach emotion
Recognition (ER).
Results – following intervention, children improved on
face and voice ER for basic and
Complex emotions that were in the software as well as
complex voice ER for emotions
Not included in Mind Reading.
Using AT to Teach Emotion Recognition to Students with Asperger Syndrome:
A Pilot Study
Lacava, et al, Remedial and Special Education, May/June 2007

20. Social stories
low to high tech

21. Comic Strip Conversations
Perspective taking

22. Video Modeling
low to high tech

23. Articles
AT for Children with Autism – Susan Stokes

24. Online Resources
Google Sketchup for Educators

25. Online Resources
Tech for Autism Spectrum Disorders

26. Software
DTTrainer
Activity Trainer
TeachTown – Online Tool
Vizzle – Online Tool

27. Explore