Assistive and Instructional Technology

Assistive Technology Act of 2004, 29 U.S.C. § 2202(2).

Ayres K. M. Shepley C. Douglas K. H. (2015). Assistive and Instructional technology for individuals with autism. In Simposn R. (Ed.), Educating children and youth with autism: Strategies for effective practice.

Barton E. B. Wolery M. (2010). Training teachers to promote pretend play in young children with disabilities. Exceptional Children, 77, 85-106.

Bergen D. (2002). The role of pretend play in children’s cognitive development. Early Childhood Research & Practice, 4(1), 1-13.

Boesch M. C. Wendt O. Subramanian A. Hsu N. (2013). Comparative efficacy of the Picture Exchange Communication System (PECS) versus a speech-generating device: Effects on requesting skills. Research in Autism Spectrum Disorders, 7, 480-493.

Bryan L. Gast D. L. (2000). Teaching on-task and on-schedule behaviors to high-functioning children with autism via picture activity schedules. Journal of Autism and Developmental Disorders, 30, 553-568.

Charlop-Christy M. H. Kelso S. E. (2003). Teaching children with autism conversational speech using a cue card/written script program. Education & Treatment of Children, 26, 108-127.

Cihak D. Fahrenkrog C. Ayres K. Smith C. (2009). The use of video modeling via a iPod and a system of least prompts to improve transitional behaviors for students with autism spectrum disorders in the general education classroom. Journal of Positive Behavior Interventions, 12, 103-115.

Collins B. C. (2012). Systematic instruction for students with moderate and severe disabilities. Baltimore, MD: Brookes.

Division for Early Childhood. (2014). DEC recommended practices in early intervention/early childhood special education 2014. Retrieved from http://www.dec-sped.org/recommendedpractices

Ganz J. B. Kaylor M. Bourgeois B. Hadden K. (2008). The impact of social scripts and visual cues on verbal communication in three children with autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 23, 79-94. doi:10.1177/1088357607311447

Heckaman K. A. Alber S. Hooper S. Heward W. L. (1998). A comparison of least-to-most prompts and progressive time delay on the disruptive behavior of students with autism. Journal of Behavioral Education, 8, 171-201.

Hine J. F. Wolery M. (2006). Using point-of-view video modeling to teach play to preschoolers with autism. Topics in Early Childhood Special Education, 26, 83-93.

Individuals With Disabilities Education Act, 20 U.S.C. § 300. 115 (2004).

Lancioni G. E. Singh N. N. (2014). Assistive technologies for people with diverse abilities. New York, NY: Springer.

McLean M. Wolery M. Bailey D. B. (2004). Assessing infants and preschoolers with special needs. Upper Saddle River, NJ: Pearson.

National Association for the Education of Young Children and the Fred Rodgers Center. (2012, January). Technology and interactive media as tools in early childhood programs serving children from birth through age 8. Retrieved from http://www.naeyc.org/files/naeyc/PS_technology_WEB.pdf

Shepley C. Lane J. D. Shepley S. B. (2014). Teaching young children with social-communication delays to label actions using videos and language expansion models: A pilot study. Focus on Autism and Other Developmental Disabilities. Advance online publication. doi:10.1177/1088357614552189