Technology-Aided Interventions for Individuals With Autism: Implications for Policy and Practice

Abstract

Autism spectrum disorder (ASD) is a neurodevelopmental disorder characterized by pervasive difficulties in reciprocal social-communication skills and restricted, repetitive interests and behaviors. Advances in assistive technology can potentially improve the functional capabilities of individuals with ASD. This article reviews current legislation and professional standards related to educating students with ASD with an emphasis on technology and evidence-based practices. In particular, the article summarizes technology-aided interventions (e.g., speech-generating devices, computer-assisted instruction, video-based instruction, virtual reality, and robot-mediated interventions) that focused on social-communication skills among individuals with ASD. Implications and future directions of technology-aided interventions are discussed.

Keywords

autism spectrum disorder technology social-communication

Get full access to this article

View all access options for this article.

References

Alzrayer

Banda

D. R.

Koul

R. K.

(2014). Use of iPad/iPods with individuals with autism and other developmental disabilities: A meta-analysis of communication interventions. Review Journal of Autism and Developmental Disorders, 1, 179-191. doi:10.1007/s40489-014-0018-5

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: American Psychiatric Publishing.

Americans with Disabilities Act of 1990, Pub. L. No. 101-336, 104 Stat. 328 (1990).

Assistive Technology Act of 2004, Pub. L. No. 108-364, 118 Stat. 1707 (2004).

Baron-Cohen

Ashwin

Tavassoli

Chakrabarti

(2009). Talent in autism: Hyper-systemizing, hyper-attention to detail and sensory hypersensitivity. Philosophical Transactions of the Royal Society B: Biological Sciences, 364, 1377-1383.

Barton

E. E.

Pustejovsky

J. E.

Maggin

D. M.

Reichow

(2017). Technology-aided instruction and intervention for students with ASD: A meta-analysis using novel methods of estimating effect sizes for single-case research. Remedial and Special Education, 38, 371-386. doi:10.1177/0741932517729508

Begum

Serna

R. W.

Yanco

H. A.

(2016). Are robots ready to deliver autism interventions? A comprehensive review. International Journal of Social Robotics, 8, 157-181. doi:10.1007/s12369-016-0346-y

Bellini

Akullian

(2007). A meta-analysis of video modeling and video self-modeling interventions for children and adolescents with autism spectrum disorders. Exceptional Children, 73, 264-287. doi:10.1177/001440290707300301

Chung

E. Y. H.

(2018). Robotic intervention program for enhancement of social engagement among children with autism spectrum disorder. Journal of Developmental and Physical Disabilities. Advance online publication. doi:10.1007/s10882-018-9651-8

10.

Cooper

J. O.

Heron

T. E.

Heward

W. L.

(2007). Applied behavior analysis (2nd ed.). Upper Saddle River, NJ: Pearson.

11.

Council for Exceptional Children. (2009). What every special educator should know: Ethics, standards, and guidelines (6th ed.). Arlington, VA: Author. Retrieved from https://www.cec.sped.org/~/media/Files/Standards/News%20and%20Reports/Redbook%202009.pdf

12.

Council for Exceptional Children. (2014). Standards for evidence-based practices in special education Arlington, VA: Author. Retrieved from https://www.cec.sped.org/~/media/Files/Standards/Evidence%20based%20Practices%20and%20Practice/EBP%20FINAL.pdf

13.

Didehbani

Allen

Kandalaft

Krawczyk

Chapman

(2016). Virtual reality social cognition training for children with high functioning autism. Computers in Human Behavior, 62, 703-711. doi:10.1016/j.chb.2016.04.033

14.

Every Student Succeeds Act of 2015, Pub. L. No. 114-95, 129 Stat. 1802 (2015).

15.

Fitzgerald

Yap

H. K.

Ashton

Moore

D. W.

Furlonger

Anderson

…English

D. L.

(2018). Comparing the effectiveness of virtual reality and video modelling as an intervention strategy for individuals with autism spectrum disorder: Brief report. Developmental Neurorehabilitation, 21, 197-201. doi:10.1080/17518423.2018.1432713

16.

Ganz

J. B.

Earles-Vollrath

T. L.

Heath

A. K.

Parker

R. I.

Rispoli

M. J.

Duran

J. B.

(2012). A meta-analysis of single case research studies on aided augmentative and alternative communication systems with individuals with autism spectrum disorders. Journal of Autism and Developmental Disorders, 42, 60-74. doi:10.1007/s10803-011-1212-2

17.

Ganz

J. B.

Morin

K. L.

Foster

M. J.

Vannest

K. J.

Genç Tosun

Gregori

E. V.

Gerow

S. L.

(2017). High-technology augmentative and alternative communication for individuals with intellectual and developmental disabilities and complex communication needs: A meta-analysis. Augmentative and Alternative Communication, 33, 224-238. doi:10.1080/07434618.2017.1373855

18.

Grynszpan

Weiss

P. L. T.

Perez-Diaz

Gal

(2014). Innovative technology-based interventions for autism spectrum disorders: A meta-analysis. Autism, 18, 346-361. doi:10.1177/1362361313476767

19.

Horner

R. H.

Carr

E. G.

Halle

McGee

Odom

Wolery

(2005). The use of single-subject research to identify evidence-based practice in special education. Exceptional Children, 71, 165-179. doi:10.1177/001440290507100203

20.

Individuals with Disabilities Education Improvement Act of 2004, Pub. L. No. 108-446, 118 Stat. 2647 (2004).

21.

H. H.

Wong

S. W.

Chan

D. F.

Byrne

Yuan

V. S.

…Wong

J. Y.

(2018). Enhance emotional and social adaptation skills for children with autism spectrum disorder: A virtual reality enabled approach. Computers & Education, 117, 1-15. doi:10.1016/j.compedu.2017.09.010

22.

Kagohara

D. M.

van der Meer

Ramdoss

O’Reilly

M. F.

Lancioni

G. E.

Davis

T. N.

…Sigafoos

(2013). Using iPods and iPads in teaching programs for individuals with developmental disabilities: A systematic review. Research in Developmental Disabilities, 34, 147-156. doi:10.1016/j.ridd.2012.07.027

23.

Kratochwill

T. R.

Hitchcock

Horner

R. H.

Levin

J. R.

Odom

S. L.

Rindskopf

D. M.

Shadish

W. R.

(2013). Single-case intervention research design standards. Remedial and Special Education, 34, 26-38. doi:10.1177/0741932512452794

24.

Kumazaki

Warren

Swanson

Yoshikawa

Matsumoto

Yoshimura

…Kikuchi

(2019). Brief report: Evaluating the utility of varied technological agents to elicit social attention from children with autism spectrum disorders. Journal of Autism and Developmental Disorders, 49, 1700-1708. doi:10.1007/s10803-018-3841-1

25.

Lorah

E. R.

Parnell

Whitby

P. S.

Hantula

(2015). A systematic review of tablet computers and portable media players as speech generating devices for individuals with autism spectrum disorder. Journal of Autism and Developmental Disorders, 45, 3792-3804. doi:10.1007/s10803-014-2314-4

26.

Marino

Chilà

Sfrazzetto

S. T.

Carrozza

Crimi

Failla

…Pioggia

(2019). Outcomes of a robot-assisted social-emotional understanding intervention for young children with autism spectrum disorders. Journal of Autism and Developmental Disorders. Advance online publication. doi:10.1007/s10803-019-03953-x

27.

Muharib

Alzrayer

N. M.

(2018). The use of high-tech speech-generating devices as an evidence-based practice for children with autism spectrum disorders: A meta-analysis. Review Journal of Autism and Developmental Disorders, 5, 43-57. doi:10.1007/s40489-017-0122-4

28.

C. H.

Barton

E. E.

Collier

Lin

Y. L.

(2018). A systematic review of single-case research studies on using video modeling interventions to improve social communication skills for individuals with autism spectrum disorder. Focus on Autism and Other Developmental Disabilities, 33, 249-257. doi:10.1177/1088357617741282

29.

Quill

K. A.

(1997). Instructional considerations for young children with autism: The rationale for visually cued instruction. Journal of Autism and Developmental Disorders, 27, 697-714. doi:10.1023/A:1025806900162

30.

Russo-Campisi

(2017). Evidence-based practices in special education: Current assumptions and future considerations. Child & Youth Care Forum, 46, 193-205. doi:10.1007/s10566-017-9390-5

31.

Sansosti

F. J.

Doolan

M. L.

Remaklus

Krupko

Sansosti

J. M.

(2015). Computer-assisted interventions for students with autism spectrum disorders within school-based contexts: A quantitative meta-analysis of single-subject research. Review Journal of Autism and Developmental Disorders, 2, 128-140. doi:10.1007/s40489-014-0042-5

32.

Sigafoos

Drasgow

(2001). Conditional use of aided and unaided AAC: A review and clinical case demonstration. Focus on Autism and Other Developmental Disabilities, 16, 152-161. doi:10.1177/108835760101600303

33.

Thai

Nathan-Roberts

(2018). Social skill focuses of virtual reality systems for individuals diagnosed with autism spectrum disorder; A systematic review. Proceedings of the Human Factors and Ergonomics Society Annual Meeting, 62, 1469-1473. doi:10.1177/1541931218621333

34.

Zirkel

P. A.

(2013). Is it time for elevating the standard for FAPE under IDEA? Exceptional Children, 79, 497-508. doi:10.1177/001440291307900407