Assistive
Technology &
Children
with
Autism
I.
Introduction
V. Effects
on Teachers and Instructional Implications
VI Home Use
VII Future Prospects
VIII Helpful Links
IX Bibliography
When children have developmental
challenges technology can provide them with opportunities to more fully
participate in group activities, increase communication, and to be more
independent in their daily lives [9]. Assistive technology is a term that describes
any item that is used with the intention of increasing independence in
communication, daily living, and participation in group activities, both at
school and at home [2]. The benefits of using assistive technology in
early childhood education include increased active participation in family,
school, and community, successful play with peers and toys, increased ability
to communicate needs and ideas, opportunities to make independent choices, and
increased ability to move independently [2]. There are many types of assistive technology
devices available ranging from low technology to high technology. The two main purposes of assistive technology
devices are to substitute or replace skills, behaviors, and areas in which the
child may have weaknesses; and to enhance their existing skills, behaviors, and
areas of development [1].
As the incidence of
autism is rising we felt that focusing on the benefits of using assistive
technology with children with autism would be relevant to educators and
parents. Limited attention has been
given to the use of assistive technology with students with autism. Autism is defined as a neurologically based
pervasive developmental disorder that affects brain functions such as
receiving, processing, and transmitting information [10].
Autism is characterized by impaired social interaction, impaired
communication skills, and compulsive behaviors [10].
Research has found
that children with autism process visual information more effectively than
auditory information [14].
Assistive technology devices can be used with children with autism to support
their strongest processing modality [15]. “Some children may need different visual
representation systems in different situations.
This may be dependent upon numerous factors, such as the skill being
taught, as well as the unique characteristics of autism: attending, organizing,
distractibility, etc…” [15].
In 1988, Congress
passed the Technology-Related Assistance to Individuals with Disabilities Act
of 1988; this act was amended in 1994 because technology access was not being
supported. [9] The goals of the amended act are as
follows:
1.
Provide
financial assistance to the states to support system change and advocacy
activities to develop consumer-responsive programs of technology given certain
goals or design parameters.
2.
Identify policies
that facilitate or impede assistive technology funding and remove funding
barriers.
3.
Enhance the
federal government’s ability to provide technical assistance, information,
training, and public awareness programs for these programs and to fund demonstration
projects.
Goals Taken directly from Mondak [9]
In 1998, President
Clinton signed into law the Assistive Technology Act (ATA) of 1998; this new
law builds upon the previously amended Technology-Related Assistance to Individuals
with Disabilities act of 1988. ATA
extended funding to any
1.
Support states in sustaining and strengthening
their capacity to address the assistive technology needs of individuals with
disabilities.
2.
Support the
investment in technology across federal agencies and departments that could
benefit individuals with disabilities.
3.
Support
micro-loan programs to individuals wishing to purchase assistive technology
devices and/or services.
Goals Take directly from RESNA [13]
Theoretical
Connections… Validating the Use of Assistive Technology:
Vygotsky states that
there are two levels that construct the boundaries of the Zone of Proximal
Development [4]. These two boundaries consist of the lower
level and the upper level. The lower
level is the level in which the child can function and learn independently, the
upper level is the furthest point a child can reach with assistance. The child’s zone is constantly changing as
new schema are acquired. Assistive
technology can be used as a tool that scaffolds learning and participation,
providing children opportunities to complete tasks independently.
Bronfenbrenner
indicates that all aspects of a child’s life are interrelated. This notion supports the use of assistive
technology in school and at home. [3]
Piaget and Papert
suggest that children learn best by actively engaging with their environment [4]. Assistive technology provides children with
an opportunity to do things that they may not have been able to do otherwise,
thus allowing them to further engage with their environment.
There are three main types of technology
strategies used with children with autism.
These include “low” technology, “mid” technology, and “high”
technology.
“low” technology à Any strategies/interventions that are not
battery powered or electronically operated. “low” technology strategies are
usually low in cost and easy to use. [15] Below are some examples, not an exhausted list.
·
Picture Exchange Communication Systems
·
Dry Erase Boards
·
Clip Boards
·
Laminated Photographs
·
Manipulatives/Objects
Low
technology strategies can be used with children with autism to enhance
expressive and receptive communication skills.
When a child wants to communicate something, which he or she cannot
verbally communicate, he/she can simply point to the picture and be
understood. Using representational
picture cards reduces the amount of frustration for both the child and the
teachers. This can be expanded by
pairing pictures with words so that children can start to see the connection
between the words and the pictures.
“mid” technologyà Strategies that require the use of batteries or
basic electronic devices that are used primarily as a means to support
expressive communication. [15]
·
Voice Output Communication Aids – piece of equipment that records
voice and can be activated by touch. The
voice is often paired with a picture clue.
o Big Mac
o Talk Pad
o Voice in the
Box
·
Language Master – cards with recordable strips are run through
the machine to produce sounds. You have
the option of adding pictures to the cards.
·
Tape Recorders
Mid
technology strategies can be used to increase classroom participation, focus
attention on various skill areas, and assist in the development of social
skills.
“high” technologyà Strategies that are usually the most expensive
and complex to use. These strategies are
highly motivating to children with autism [15].
·
Video Taping
o Receptive
Language Skills
o Expressive
Language Skills
o Emotions
o Social Skills
§
Nonverbal Cues
§
Scripts
o Self-help
Skills
o Academics
§
Writing skills
§
Creating written stories
·
Computers
o Adaptive
Hardware
§
Touch Window
§
Intellikeys
§
Big Keys
§
Trackballs
§
Software
o Accessory
Equipment
§
Digital Cameras
§
Scanners
Video Taping
can be used as a means to model expected behaviors and language skills. For example a child can view a video another
child initiating an interaction with a peer at recess. Computers are also a very effective tool for
teaching children with autism. Research
suggests that children with autism experience an increase in ability to focus
attention, improvement of fine motor skills, and generalization skills when
using a computer. Research also suggests
that children with autism experience a decrease in self-stimulatory behaviors,
agitation, and perseverative responses when using a computer. [15] “Computer assisted
learning can focus on numerous academic areas as well as provide an appropriate
independent leisure time activity for people with autism.” [15]
Important Tips to Remember when Investing in Assistive Technology
and its uses with Children with Autism:
·
Always try less intrusive low technology strategies first
·
Be sure that the technology matches the needs and abilities of
the individual child
·
Analyze the environment to see which type of device will most
support the child’s participation
THE DEVICE
MUST MATCH THE CHILD’S ABILITIES AND DEMENDS OF THE ENVIRONMENT
Effects on Teachers and Instructional Implications:
Depending on the level
of technological strategy intervention, some minimal environmental redesign may
be necessary. “Low” technology
strategies would involve creating and referring to picture schedules paired
with written words providing the child with a predictable schedule, limiting
the difficult transitions. Teachers will
need to find pictures that represent items that are relevant to their student’s
needs. Minimal classroom redesign is necessary
when using “low” technology strategies.
“Mid” technology strategies require teachers to have a basic
understanding of how the equipment operates and the purpose of the equipment’s
use. Most “mid” technology strategies
are small and easy to transport and so they don’t require major classroom
redesign. “High” technology strategies
require a more comprehensive understanding of technology. Teachers need to take into consideration the
impact or the possible distraction created by the inclusion of “high”
technology strategies. Classrooms may
need to be redesigned to minimize these distractions.
Individualized Family Service Plans
(IFSP’s) and Individualized Education Programs (IEP’s) often mandate the use of
assistive technology in the home. Parents
should be included in all decision making so that they do not abandon the use
of assistive technologies in the home.
The Home-Centered Approach addresses
two major questions [3]:
1. How can assistive
technology be implemented in the home?
2. How can the
family be considered when implementing assistive technology in the home?
When implementing assistive
technology in the home it is important to consider [3]:
·
Values of the family
·
Interaction patterns of the family
·
Family resources
·
Physical Environment
·
Family’s Culture
The authors of this webpage feel that
assistive technology will continue to be used contribute to the lives of young
children with autism. As children with
special needs are included in early childhood classrooms the demand for
existing forms of assistive technology will rise and new forms of technology
will be developed. It will be important
for teachers and parents alike to attend training programs, raise public
awareness, and know how to receive technical support when necessary.
https://www.abilitations.com/index.jsp
http://www.Apple.com/disability/
http://www.Microsoft.com/enable/
http://www.inclusive.co.uk/infosite/autism.shtml
http://nectas.unc.edu/pubs/pubs.asp
http://www.enablemart.com/products.asp?id=1
[1]Assistive technology
benefits for students with disabilities. (1998). Journal of School Health, 68(3), 120-124.
[2]Assistive Technology
Overview. Retrieved