Information Communication Technology (ICT) is essential in classrooms for producing significant improvements in children’s reading ability (identification of letters, words, and sentences) in children with Autism Spectrum Disorder (ASD). Research conducted by Hagiwara & Smith Myles (1999) their conclusion was that visual cues used to explain social stories help children to understand the meaning behind the text. Howley and Arnold (2005) reflect the way in which a Social Story presented may be key to the success of the intervention used in improving literacy in children with Autism. For younger children, having the freedom to explore and reflect on the effectiveness of their actions through a combination of sensory and cognitive processing, gives rise to developmentally appropriate uses of ICT. The use of technology to support the Social Story approach may have several benefits including the use of visual information to improve meaning as many children with autism are visual learners Grandin, Dawe (2006). This essay will discuss the use of modern multimedia programs to teach language, emotion recognition, or social skills to individuals with ASD. Draws on (Williams, Wright, Callaghan, & Coughlan, 2002) Study that suggests that computerized instructional programs may be highly motivating and effective for enhancing receptive vocabulary acquisition for children with ASD. Furthermore, consider the use of ICT can cause stress and isolation with ASD children, and when used as an integrating component based on individual requirements social stories and ICT can improve literacy in children with ASD. Language may be delayed or impaired in individuals with ASD (APA, 2000). Many interventions for this population focus on the development of v...
... middle of paper ...
...uge, InterMedia, Oslo, Norway.
Soenksen and Alper, 2006 D. Soenksen, S. Alper Teaching a young child to appropriately gain attention of peers using a social story intervention Focus on Autism and Other Developmental Disabilities, 21 (1) (2006), pp. 36–44
Wainer, Allison L. "The use of innovative computer technology for teaching social communication to individuals with autism spectrum disorders". Research in autism spectrum disorders , 5 (1), p. 96.
Wendy Keay-Bright and Imogen Howarth From the issue entitled "Special Issue on Autism and Technology" Personal and Ubiquitous Computing Volume 16, Number 2 (2012), 129-141, DOI: 10.1007/s00779-011-0381-5
Williams et al., 2002 C. Williams, B. Wright, G. Callaghan, B. Coughlan Do children with autism learn to read more readily by computer assisted instruction or traditional book methods? Autism, 6 (2002), pp. 71–91
Development of social skills is very important for children that are diagnosed with autism because of ...
Cummings, T. H. (2008). Social Skills Instruction for Adolescents with Emotional Disabilities: A Technology-Based Intervention . Journal of Special Education Technology, 19-33.
Children with autism have multiple characteristic impairments in their social interaction skills. This results from the lack of “Theory of Mind” in autistic individuals. Autistic children have difficulty interpreting what another person may be thinking or feeling. Social impairments may cause the child to act inappropriately in social interactions and prevent the children from truly taking part in interactions. The children have difficulty recognizing social cues and responding to cues. Autistic children have a hard time forming relationships as a result of these impairments. Social stories, Applied Behavior Analysis, and Pivotal Response Training are three therapy techniques that help children with autism learn appropriate social behavior. Social stories allow the children to practice the situation in a lower stress environment. Applied Behavior Analysis utilizes positive reinforce to teach desired skills. Pivotal Response Training allows the child to learn social skills while in a natural play environment. Learning social skills through these techniques enable the children to have more meaningful relationships and engage more in their community.
They also need to know and understand multiple facial expressions by the characters in order to play the game. Serious games are one part of VE but for different purposes. One of the famous games available and suitable for autistic children is called “The Game Book”. It’s about an adventure of a boy name Tobias in a Zoo. The child needs to interact with animal and the real world situations. Further, the child needs to learn 5 different facial expressions depending on the situation and environment in the story. The games can be played on the computer, laptops, tablets or smartphone. Figure below is the icon of the
Snell, M. E. (2003). Autism, Education of Individuals with. In J. W. Guthrie (Ed.), Encyclopedia of Education (2nd ed., Vol. 1, pp. 161-162). New York: Macmillan Reference USA.
Luiselli, James K. "Verbal Language and Communication." Teaching and Behavior Support for Children and Adults with Autism Spectrum Disorder: A Practitioner's Guide. New York: Oxford UP, 2011. Print.
Systems of AAC include both high-tech and low-tech methods. High-tech methods consist of electronic devices such as the Apple iPad or iPod. Low-tech methods consist of non-electronic systems such as a Picture Exchange Communication System (PECS) or manual signing. Different types of AAC systems give educators the option to choose the best method of AAC for each individual child. When choosing the best method of AAC, educators must consider the severity of autism, the individual characteristics, and capabilities of each child. The type of AAC method or device educators select for the child may depend on the school system and the cost of the device. Multiple research studies have investigated allowing children with autism to choose an AAC system or device (Son, Sigafoos, O’Reilly, & Lancioni, 2006; Van der Meer et al., 2012; Van der Meer et al., 2013). Son et al., (2006) Van der Meer et al., (2012) and Van der Meer et al., (2013) examined if allowing the child with autism to choose an AAC system had a positive outcome on communication. Selecting an AAC system for a child with autism takes time and consideration of each individual child’s abilities.
By using PECS, they are provided with a technique to use for conversations without having to speak. These students are taught to find pictures that represent the items they want or the idea they want to convey by finding a picture that represents their needs and place it on a velcro strip to create a word or sentence. After they create their sentence, they hand it to the person they want to share the information. This provides the student with autism a way to communicate. Furthermore, by having a way to disseminate information their frustrations and likelihood of tantrums, crying or other challenging behaviors are
A few weeks ago I changed my 20Time project from washing cars to helping an autistic kid achieve his goals of being "muscular". I was going to start by testing strength, speed, and power to establish a base to work off of. We would test his vertical and broad jumps, how many push ups and pull ups he could do, and how fast he can run a "suicide" and a 40 yard dash. I went over to his house this weekend and he apparently was "too tired" to set up a baseline max so he wanted to play basketball instead. This was very funny to me and made me smile because he was too tired to do a couple of things but wasn't too tired to play basketball. Understanding that he is in special education I didn't argue with him and I took him to play basketball at our
Autism is a disease. One of the main characteristics is having social problems. Children with Autism have trouble interacting with other children. They won’t play with other children. They could be so focus...
Stanberry, K., & Swanson, L. (2009). Effective Reading Interventions for Kids With Learning Disabilities. In LD online. Retrieved January 13, 2014
The use of the picture exchange communication system, as shown by the studies above, can be an extremely effective tool for teaching children with autism social and communicative behaviors. However, PECS is only effective when it is implemented correctly; teachers should be aware of the amount of time that teaching this system will require. The picture exchange communication system is one of many visual support systems that can be implemented to support student learning, both in the special education and general education classroom. Individual student characteristics, as always, should be taken into consideration when choosing a visual support system.
tried giving him a drink or some food in the hope that she had guessed
One of the most difficult things teachers will face when dealing with Autistic children is their lack of communication skills and inappropriate or nonexistent social skills. In addition to academic instruction children with Autism require instruction in communication techniques and social skills. Kamps et.al. says “A key to accommodating students with autism in public school settings is the provision of social and behavioral programming to develop meaningful participation with nondisabled persons” (p.174).
The short article “ How Robots Could Improve Social Skills In Kids With Autism” explains that kids with disabilities find robots more approachable them humans, making learning clearer. the article states, “The researchers believe robots can trigger social responses in autistic children more effectively than people can. Plus, toys are often more approachable than people for children with autism spectrum disorder.” Autistic kids and children with similar disorders are finding it easier to deal with everyday learning and are continually progressing in their