The Use of Technology that Supports Students with ASD
By
Patricia Sandoval
This issue of NASET’s Autism Spectrum Disorder Series was written by Patricia Sandoval. The use of technology to support students with Autism Spectrum Disorder (ASD) has gained significant attention in recent years. Innovative methods to improve social interaction, communication, and learning abilities for people with ASD may be found in technology tools, which span from virtual reality apps to smartphone applications. Technology can also create an organized and visually stimulating learning environment, which is advantageous for individuals with ASD. While the usefulness of electronic tools varies according to each student’s individual requirements and traits, there is emerging evidence that technology may play a critical role in aiding their educational and developmental journey. Researchers and educators are constantly investigating how technology might be used to provide more inclusive and individualized learning experiences for students with ASD.
Abstract
The use of technology to support students with Autism Spectrum Disorder (ASD) has gained significant attention in recent years. Innovative methods to improve social interaction, communication, and learning abilities for people with ASD may be found in technology tools, which span from virtual reality apps to smartphone applications. Technology can also create an organized and visually stimulating learning environment, which is advantageous for individuals with ASD. While the usefulness of electronic tools varies according to each student’s individual requirements and traits, there is emerging evidence that technology may play a critical role in aiding their educational and developmental journey. Researchers and educators are constantly investigating how technology might be used to provide more inclusive and individualized learning experiences for students with ASD.
Introduction
The use of technology to assist students with Autism Spectrum Disorder (ASD) has resulted in a paradigm change in special education. Autism, a complex neurodevelopment condition, is characterized by a spectrum of challenges that affect communication, social interaction, and behavior. For individuals with ASD, these challenges can present formidable barriers to learning and social engagement. However, recent technological developments have created new opportunities to address these difficulties experienced by people with ASD. As educators, researchers, and technology developers continue to investigate the potential of these digital tools, they discover exciting new avenues for improving communication, social interaction, academic abilities, and overall quality of life for students with ASD.
Defining Autism Spectrum Disorder
According to American psychiatrist Leo Kanner (1943), autism is a neurological illness that affects children and he describe the disorder as ‘innate’. ASD is described as a persistent developmental condition marked by basic deficits in social communication and creativity. In recent years, there has been a growing number of children diagnosed with autism, often identified during childhood (Daud, et al, 2018). According to the Center for Disease Control and Prevention, approximately one in sixty-eight children is diagnosed with autism, a neurological disorder that exhibits a higher prevalence among males, at three to four times the rate of females (Daud, et al, 2018). The characteristics of ASD are unique to each student. While some may experience difficulties in social interactions and communications, others may have exceptional skills or talent. To effectively assist students with ASD, it is essential to embrace a comprehensive approach that not only recognizes and fosters their strengths but also attends to their specific needs. Incorporating technology has arisen as a promising pathway to meet the distinctive needs of these individuals, providing customized tools and approaches to enrich their growth and overall well-being. Understanding the complexity and variability of ASD is essential in tailoring effective support and interventions for students on the spectrum.
Social Interaction and Communication
The central difficulties that students with ASD have is socializing and communicating with other individuals. These challenges can manifest differently in each individual, reflecting the broad-spectrum nature of the disorder. Some common difficulties encompass social communication, interaction, repetitive behaviors, hyperactivity, impulsivity, short attention spans, aggression, and self-injury. Smart technologies offer substantial promise in improving social and communication abilities, boosting learning capabilities, and pinpointing and addressing repetitive and challenging behaviors (Sharmin et al., 2018). Some examples of technology are smartphones, iPad, tablet, and mobile-based applications that assist students of enhancing their speech and communication abilities and instructing appropriate social conduct. A type of technology that has been popular recently are Robots, enhanced through integration with smartphones have been extensively employed as assistive technology in various aspects of ASD. They have been utilized to enhance social engagement in children with autism, instruct complex social behaviors such as recognizing personal space, adaptability, control, communication, turn-taking, and gross motor skills and to develop proficiency in specific tasks like emotion recognition (Sharmin, et al., 2018). The incorporation of social robots to support children with ASD in improving their social skills is grounded in the realm of human-robot interaction (HRI). HRI is the dynamic interplay between humans and assistive robots (Chung, 2018). HRI’s are particularly advantageous for children with ASD, given the robot’s straightforward, non-human and predictable attributes, which strongly resonate with them. The design of robots hold promise in alleviating the workload of therapists and caregivers. Equipped with sensors, robots can assist in collecting interaction data, encompassing elements like smiles and orientation and facilitate real-time perception of emotions and preferences (Sharmin, et al., 2018). Robots can be employed to create an environment in which the robot models specific behaviors for the child or the child practices specific skills with the robot. This type of technology can be programmed to document interactions and highlights significant moments for later to be reviewed by a therapist or caregiver. This type of data can provide valuable insights for the development for more effective interventions for that certain individual. This progress represents a promising direction in harnessing the capabilities of technology to empower individuals with ASD and create a more inclusive society.
Technology in the School System
In recent years, technology has been indispensable asset in the school system for students with ASD. For example, individuals with ASD frequently face distinctive hurdles when it comes to reading which is essential to understand information (Kim et al., 2021). Because of this, interactive e-books and specialized software can provide visual supports, aiding in comprehension and engagement. Visual aids such as illustrations and animations, assist students in processing information and retaining what they’ve read. These features are particularly valuable for individuals with ASD, as many of them are visual learners, benefiting significantly from visual cues in their learning materials. Using technology as an intervention for this skill can be beneficial for ASD students as it allows the integration of visual supports, interactive features, accommodating the individuals pace of learning, and sensory considerations. Just like technology can enhance the student’s social interaction and communication, there are individualized learning experiences that can meet the needs of the students. This personalized learning experience ensures the students receive the right level of challenge and support that aligns with their learning profiles. By catering to individual differences, technology fosters a more inclusive and effective learning environment (Mosher, et al., 2022). Having technology-based interventions can offer positive attitudes towards the child educational needs, which ultimately leads to a greater success in their academic years. Despite these benefits, the integration of technology in the school system for students with ASD also brings ethical considerations. Data privacy and security are of utmost importance, as the use of the technology requires safeguarding sensitive information especially the student’s educational records. As technology continues to advance, it is essential to embrace its potential while upholding ethical standards to ensure that students with ASD can access the best possible educational opportunities.
Technology in the Home
Technology has revolutionized the way families support children with ASD within the comfort of their homes. ASD students face unique challenges related to communication, social interaction, and sensory processing but various technological tools have emerged to provide tailored support and enhance their quality of life at home. For instance, parents can show visual displays and interactive tools to help students manage sensory overload and explore their sensory environment in a way that aligns with their personal goals. Visual schedules are a widely employed environmental adjustment to promote independent engagement in routines for children with ASD. When parents actively participate in the intervention process, they acquire fresh insights into their autistic children, gaining a deeper understanding of their behaviors, the impact of environmental factors, and their communication abilities (Abdeen & Albiladi, 2022). Throughout the years, parents of individuals with ASD have been exposed to numerous technologies designed to facilitate skill development, as they naturally strive to find solutions that yield the most favorable results for their children. Nevertheless, the abundance of technological options can lead to confusion and frustration for parents when selecting the most suitable ones to suitable ones to cater to their ASD individuals’ requirements. Despite these challenges, the fusion of parental commitment and technological innovation continues to be a powerful force in improving the lives of children with ASD, ultimately paving the way for a brighter and more inclusive future.
Conclusion
In conclusion, the integration of technology in education and at home has ushered in a significant transformation in the support and empowerment of individuals with ASD. The diverse challenges that those with ASD face in the domains of communication, social interaction, and sensory processing have been met with innovative technological solutions that are tailored to their specific needs. In educational settings, technology has facilitated personalized and interactive learning experiences, providing visual supports and accommodations that cater to the individual learning profiles of students with ASD. Moreover, technology’s influence extends into the home, where it has revolutionized the way parents and families support children with ASD. Despite the technology challenges, parents’ dedication and innovation enhance children’s lives with ASD. This progress not only empowers individuals on the autism spectrum but also contributes to the creation of a more inclusive and promising future, with ongoing exploration of technological possibilities offering hope for even greater advancements.
References
Abdeen, F. H., & Albiladi, W. S. (2022). Factors influencing the adoption of virtual reality (VR) technology among parents of individuals with ASD. Interactive Learning Environments, 1–18. doi:10.1080/10494820.2022.2120017
Chung, E. Y. (2018). Robotic Intervention Program for enhancement of social engagement among children with autism spectrum disorder. Journal of Developmental and Physical Disabilities, 31(4), 419–434. doi:10.1007/s10882-018-9651-8
Daud, S. N. S. C., Maria, M., Shahbodin, F., & Ahmad, I. (n.d.). Assistive Technology for Autism Spectrum Disorder: A Review of Literature. Retrieved from https://www.researchgate.net/publication/328038353_Assistive_Technology_for_Autism_Spectrum_Disorder_A_Review_of_Literature
Kim, S. Y., Rispoli, M., Mason, R. A., Lory, C., Gregori, E., Roberts, C. A., David, M. (2021). A systematic quality review of technology-aided reading interventions for students with autism spectrum disorder. Remedial and Special Education, 43(6), 404–420. doi:10.1177/07419325211063612
Mosher, M. A., Carreon, A. C., Craig, S. L., & Ruhter, L. C. (2021). Immersive technology to teach social skills to students with autism spectrum disorder: A literature review. Review Journal of Autism and Developmental Disorders, 9(3), 334–350. doi:10.1007/s40489-021-00259-6
Sharmin, M., Hossain, M. M., Saha, A., Das, M., Maxwell, M., & Ahmed, S. (2018). From research to practice. Proceedings of the 2018 CHI Conference on Human Factors in Computing Systems, 1–16. doi.org/10.1145/3173574.3173676
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