Autism Therapy: assistive technology

definition of assistive technology: Augmentative and alternative curriculum (AAC) interventions aided with technically advanced tools, such as VOCAs or computers.

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Techniques and Recommendations for the Inclusion of Users with Autism in the Design of Assistive Technologies
Assistive Technology, by Francis, P., Mellor D., and Firth L., published in 2009, summarized Nov 17, 2009

Involving people with autism in the design process for digital devices may help create products that work well for them.

Digital assistive technology includes digital devices or programs that are designed to help people with autism. As much as 30% of new technologies are dropped because people with autism do not use them. A panel of 7 psychologists, who work with people with autism, recommended some ways to include them in the process of designing new technologies for them. First, the abilities, behaviors, and motivators (what motivates them) should be evaluated. Second, product designers should be experienced in autism to better know what might work. Third, offering a variety of products is a good idea because there is a range of abilities and interests among people with autism.


Autism Treatment Survey: Services Received by Children with Autism Spectrum Disorders in Public School Classrooms
J Autism Dev Disord, by Hess, KL, Morrier MJ, Heflin LJ, and Ivey ML, published in 2008, summarized Jul 30, 2008

The top five autism therapies used in the Georgia public schools are: Gentle Teaching, sensory integration, cognitive behavioral modification, assistive technology, and Social Stories.

This article reports the results of a survey performed to find out the types of treatments, therapies, and interventions used by teachers working with students with autism in Georgia's public schools. The therapies differed by grade level and classroom type. The authors found that fewer than 10% of the therapies used with students with autism in Georgia public schools are based on scientific evidence. They propose that teaches may be wasting time and funds on treatments that may not work. About 40% of the therapies used by the teachers were not even mentioned in a 2005 review of autism therapies.


Using Assistive Technology to Teach Emotion Recognition to Students with Asperger Syndrome: A Pilot Study
Remedial and Special Education, by Lacava, PB, Golan O., Baron-Cohen S., and Myles BS, published in 2007, summarized Jan 21, 2008

The computer software called "Mind Reading: The Interactive Guide to Emotions(TM)" can help children with Asperger Syndrome to learn to recognize emotions.

This study was designed to see if the Mind Reading method could be used to teach children with Asperger Syndrome to learn to recognize emotions. The authors found that the Mind Reading program was able to help children learn to recognize basic and complex emotions in faces and voices. This shows that it is possible for people with Asperger Syndrome to recognize emotions. The students found the computer program to be interesting, fun, and helpful. Parents and teachers also liked the software.


Autism, Augmentative Communication, and Assistive Technology: What Do We Really Know?
Focus on Autism and Other Developmental Disabilities, by Mirenda, P., published in 2001, summarized Nov 7, 2006

This article gives an overview of the research on different forms of augmentative and alternative communication (AAC) and technological advances that can help children with autism communicate more clearly.

The author begins by explaining that she is reviewing research on aided AAC systems, as opposed to unaided AAC systems. Aided AAC systems are any kind of communication techniques that require objects beyond the user's body; for instance, the picture-exchange communication system (PECS) requires cards with pictures on them. Unaided AAC systems are techniques that only require the user's body. An example of unaided AAC is sign language. The author states that the two goals of AAC interventions are to help someone become better at both: 1) being understood by others; and 2) better understanding of others. Several approaches have been used to meet these goals. Among the most well-supported interventions are: use of a visual schedule, system for augmenting language (SAL), PECS, and functional communication training (FCT). Each of these approaches is described, and the research supporting each is outlined. The author also explains how assistive technology can help children with autism, including voice output communication aids (VOCA) and computer-assisted instruction.


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Mom of Kid with Autism Develops Visual Communication Tools

Mar 3, 2011

Marie Duggan began creating visual tools to help her son communicate after he was diagnosed with autism. Now her company, Technology for Autism Now (TAN), helps lots of kids and their families communicate. Her first efforts included showing her son pictures of household objects, next she provided him with a touchscreen computer that contained images and words. Within several years, he was able to construct complete sentences with the computer. She realized that advocating for technology was the way to go. She worked with the Mayor of Boston to develop a program for students with autism that helped with academic and social skills. TAN believes in collaboration and integrates families, healthcare providers, and teachers with assistive technology to help people with autism and their families communicate. TAN is currently working with FableVision to develop software to run on mobile devices.

Read original article: Parkway Resident Working to Improve Communication Technology for Autistic Youth


Suggestions for Helping Teens with Autism Transition to Adulthood

Feb 11, 2011

In this article, Wrightslaw, special education advocates, provide information on helping teens with autism transition to adulthood. Did you know that by age 16, students covered by IDEA are required to have a transition services plan (TIEP) in place? Some issues to consider in the transition plan include: vocational rehab, counseling and training; college; career trade or profession; integrated employment; adult services; assistive technology; and independent living. If you need help during these transition years, you can contact the National Disability Rights Network (NDRN). NDRN is the federally-mandated organization to protect and advocate rights for people with a range of disabilities.

Read original article: Transitioning to Adulthood Poses Challenges for Those with Autism


Missouri Autism Center Seeks to Share Resources with Other Autism Centers

May 7, 2010

The Autism Center for Diagnosis and Treatment in Southeast Missouri plans on sharing resources with other area autism centers. Centers sharing space and resources include: The Tailor Institute; Touchpoint Autism Services; and Thompson Outreach Center. The center provides assistive technology to help children with autism learn to communicate; in addition, they have a sensory room, an occupational therapy room, and an outdoor playground. Therapies are provided by licensed therapists as well as by supervised Southeast Missouri State therapy students. The State of Missouri, like others, has legislation pending that would increase financial options for autism treatment.

Read original article: Autism Center Organizations Work Together Toward a Shared Goal


Assistive Technology in the Classroom Helps Children with Autism

Sep 8, 2009

Assistive technology helps busy teachers in their classrooms with children with autism. Classroom teachers are busy all day long and may have difficulty documenting every issue and behavior that arises in the classroom. Selective Archiving is a tool that allows the teacher to record classroom events and then review the video at the end of the day. Another assistive classroom tool is Visual Scheduler (vSked). vSked takes children with autism through their day using a touch screen. They answer questions that include knowing the day of the week, the month, the weather outside, and "other things a teacher might ask in a typical elementary school classroom" 

Read original article.


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Please comment on this autism topic.

Responding to assistive technology

Feb 12, 2011 by ricky wilson

IPod's are a great teaching tool for both receptive and expressive development, our son with autism school provided the unit and programs. It has help greatly in Samuel's understanding of language.


Responding to assistive technology

Feb 2, 2010 by PWSMom

The exhibition of Swinburne University's multimedia projects was launched in 2009 by the CEO of Autism Victoria. The third year students this year did a 'mega project' of games for children with autism. 80 students worked in 16 groups, each developing a game to address a particular need for a particular child. The results can be seen, and played, at http://www.whizkidgames.com and information on the background, objectives and design rationale for the games is available at the companion site (for teachers, parents, clinicians) http://www.autismgames.com.au. A key aim of the project was for each group to focus solely on designing for their student, rather than to attempt to design for a stereotype. For this reason, particular interests and abilities are supported.

The project worked closely with Bulleen Heights school and assistive technology design researchers (Melb Uni, Victoria University and Swinburne Autism Bio Research Initiative) and is planned to be continued both as another mega project in 2010 and as part of a cross-disciplinary, cross-institutional digital assistive technology design group. At this stage, four PhD students will work on different aspect of the multimedia/design of the project over the next few years, with higher degree students from psychology and other disciplines anticipated.


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    • Synonyms for assistive technology include: assisted communication
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