Technology-Aided Interventions and Instruction for Adolescents with Autism Spectrum Disorder
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| Title: | Technology-Aided Interventions and Instruction for Adolescents with Autism Spectrum Disorder |
|---|---|
| Language: | English |
| Authors: | Odom, Samuel L., Thompson, Julie L., Hedges, Susan, Boyd, Brian A., Dykstra, Jessica R., Duda, Michelle A., Szidon, Kathrine L., Smith, Leann E., Bord, Aimee |
| Source: | Grantee Submission. Dec 2015 45(12):3805-3819. |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2015 |
| Sponsoring Agency: | Institute of Education Sciences (ED) |
| Contract Number: | R324C120006 |
| Document Type: | Journal Articles Information Analyses Reports - Evaluative |
| Education Level: | High Schools |
| Descriptors: | Intervention, Assistive Technology, Adolescents, Pervasive Developmental Disorders, Autism, Technology Uses in Education, Technology Integration, High School Students, Literature Reviews, Educational Research, Influence of Technology, Instructional Effectiveness, Adjustment (to Environment), Behavior Problems, Communication Skills, Interpersonal Competence, Job Skills, Program Effectiveness, Outcomes of Treatment |
| DOI: | 10.1007/s10803-014-2320-6 |
| Abstract: | The use of technology in intervention and instruction for adolescents with autism spectrum disorder (ASD) is increasing at a striking rate. The purpose of this paper is to examine the research literature underlying the use of technology in interventions and instruction for high school students with ASD. In this paper, authors propose a theoretical and conceptual framework for examining the use of technology by and for adolescents with ASD in school, home, and community settings. This framework is then used to describe the research literature on efficacy of intervention and instruction that utilizes technology. A review of the literature from 1990 to the end of 2013 identified 30 studies that documented efficacy of different forms of technology and their impact on academics,adaptive behavior, challenging behavior, communication, independence, social competence, and vocational skills. [This paper was published in "Journal of Autism and Developmental Disorders," (EJ1082511).] |
| Abstractor: | As Provided |
| Number of References: | 94 |
| IES Funded: | Yes |
| Entry Date: | 2017 |
| Accession Number: | ED577850 |
| Database: | ERIC |
| Abstract: | The use of technology in intervention and instruction for adolescents with autism spectrum disorder (ASD) is increasing at a striking rate. The purpose of this paper is to examine the research literature underlying the use of technology in interventions and instruction for high school students with ASD. In this paper, authors propose a theoretical and conceptual framework for examining the use of technology by and for adolescents with ASD in school, home, and community settings. This framework is then used to describe the research literature on efficacy of intervention and instruction that utilizes technology. A review of the literature from 1990 to the end of 2013 identified 30 studies that documented efficacy of different forms of technology and their impact on academics,adaptive behavior, challenging behavior, communication, independence, social competence, and vocational skills. [This paper was published in "Journal of Autism and Developmental Disorders," (EJ1082511).] |
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| DOI: | 10.1007/s10803-014-2320-6 |
