Abstract:

The purpose of this presentation is to: a) provide a brief description of the broadening field of technological applications b) further our understanding on how these technological applications may be adapted to serve the educational and developmental needs of individuals with ASD; c) add to the existing body of empirical knowledge; and d) recommend future directions for practical application research.

The proposed presentation is comprised of two distinct parts: The first part aims to review the rapidly growing body of literature that focuses on technology-based interventions with individuals with Autism Spectrum Disorders (ASD). The advantages and deterrents of video-based instruction and feedback, virtual reality (VR) and computerized electronic screen media for learning, leisure and physical exercise will be discussed. The second part will provide select examples of effective technologies in the educational and therapeutic realm for individuals with ASD, based on existing published and clinical empirical evidence.
Video technology applications have been extensively used in the educational field with well documented outcomes across a wide area of learning objectives: communication aspects and interpersonal skills, task fluency, play and social skills, daily living skills. Portability and user friendly features allow educators, clinicians, researchers and parents alike to utilize video modeling as a frequent tool in promoting learning.

Virtual Reality (VR) applications are progressively being used for education purposes, as well as leisure opportunities and modified physical exercise. A very interesting variation on VR has been widely used for entertainment purposes in the mainstream electronic gaming market. Broadly categorized as ‘immersive video’ (IV) applications, these new technologies were initially explored with elderly populations and individuals with motor limitations. IV users reported high degrees of engagement and motivation with positive physiological results measured. Within the ASD population the use of such technology has not yet been well documented. Nevertheless, use of IV technology can be beneficial in several ways. For example, the process of exchanging information about rules and related constructs is diminished through active engagement and immediate online feedback of results ; life threatening scenarios and safety issues can be practiced safely without the risk of consequences from mistakes.

In the last 5 years the expanded application of touch-screen technology and the introduction of portable computer tablets have revolutionized the use of computer software, and computerized electronic screen media in particular, as a teaching medium. The introduction of apps for Apple devices (I-phone, I-pad) have introduced innumerable opportunities for educational instructions and leisurely occupation for individuals with ASD. The relatively insignificant cost for most apps, Portability and multimedia features, relatively insignificant cost for most apps and their mainstreamed wide use have propelled computer tablets into a ‘must have’ accessory for almost every child in the spectrum. At this point there is very limited empirical evidence on the extent of their respective instructional impact.

Keywords:

Video technology, virtual reality, computerized learning media, I-pad apps, Autism Spectrum diagnosis.