Howard C. Shane

Electronic Screen Media for Persons with Autism Spectrum Disorders: Results of a Survey.

Social and anecdotal reports suggest a predilection for visual media among individuals on the autism spectrum, yet no formal investigation has explored the extent of that use. Using a distributed questionnaire design, parents and caregivers report on time allotted toward media, including observable behaviors and communicative responses. More time was spent engaged with electronic screen media (ESM) than any other leisure activity. Television and movie viewing was more popular than computer usage. Across media platforms, animated programs were more highly preferred. Prevalent verbal and physical imitation was reported to occur during and following exposure to ESM. Clinical implications to strategically incorporate ESM into learning approaches for children with autism spectrum disorders (ASD) are provided.

Applying Technology to Visually Support Language and Communication in Individuals with Autism Spectrum Disorders

The burgeoning role of technology in society has provided opportunities for the development of new means of communication for individuals with Autism Spectrum Disorders (ASD). This paper offers an organizational framework for describing traditional and emerging augmentative and alternative communication (AAC) technology, and highlights how tools within this framework can support a visual approach to everyday communication and improve language instruction. The growing adoption of handheld media devices along with applications acquired via a consumer-oriented delivery model suggests a potential paradigm shift in AAC for people with ASD.

Dysarthric speakers' intelligibility and speech characteristics in relation to computer speech recognition

This research examined the use of the DragonDictate speech recognition system as a writing aid by 10 speakers with spastic dysarthria due to cerebral palsy with the ultimate goal of establishing prescription guidelines. The objectives were to (1) determine how intelligibility relates to recognition success; (2) determine those characteristics of speech, fluency, and voice that affect the accuracy level of the voice recognizer; and (3) investigate individual profiles of recognition over a series of dictations among high- and low-intelligibility dysarthric speakers versus nondisabled controls. Correlations between intelligibility measures and recognition success measures were strong. The total number of voice features correlated moderately with the number of readings needed to reach 80% recognition levels and with variability in recognition. The frequency of pauses showed a strong positive association with the number of readings subjects needed to reach 80% recognition. The frequency of nonspeech sounds was...

Using AAC Technology to Access the World

ABSTRACT This paper describes the monumental shift in the nature of augmentative and alternative communication (AAC) access that has occurred over the past three decades. In its earliest days AAC technology was directed at enabling interpersonal face-to-face interactions mainly for persons with physical impairment. Contemporary AAC access attempts to mirror the access needs of a broader population. Accordingly AAC access to todays mainstream technologies expands the focus from interpersonal communication to access of information and services over the expanding World Wide Web. With this expanded view comes a new range of challenges and opportunities. At the same time AAC has expanded its reach to include more people with a wider range of complex communication needs.

An Examination of the Role of the Facilitator in Facilitated Communication

Facilitated communication (FC) is an expressive communication strategy that involves the selection of targets on a letter display or keyboard by an individual who receives some physical support, ty...

Facilitated Communication as an Ideomotor Response

Forty college students were taught facilitated communication via a commercially available training videotape. They were then asked to facilitate the communication of a confederate, who was described as developmentally disabled and unable to speak. All 40 participants produced responses that they attributed at least partially to the confederate, and most attributed all of the communication entirely to her. Eighty-nine percent produced responses corresponding to information they had received, most of which was unknown to the confederate. Responding was significantly correlated with simple ideomotor responses with a pendulum and was not affected by information about the controversy surrounding facilitated communication. These data support the hypothesis that facilitated communication is an instance of automatic writing, akin to that observed in hypnosis and with Ouija boards, and that the ability to produce automatic writing is more common than previously thought.

The persistence of fad interventions in the face of negative scientific evidence: Facilitated communication for autism as a case example

Abstract Communication disorder and mental health professionals may assume that once novel clinical techniques have been refuted by research, they will be promptly abandoned. Using facilitated communication (FC) for autism as a recent case example, we provide evidence to the contrary. Although FC was scientifically discredited by the mid-to-late 1990s, data we review demonstrate that it is still frequently administered in clinical and educational settings. We examine evidence for FC’s (a) continued use as an intervention for autism, (b) persistence in academic and institutional settings, (c) popularity in online and print sources, (d) promotion in the media, and (e) ongoing risk to caregivers accused of sexual abuse. We analyze the sources of these troubling developments, explore their ethical implications, and offer recommendations for addressing the spread of FC and other fad interventions.

Identifying Performing and Under Performing Graphic Symbols for Verbs and Prepositions in Animated and Static Formats: A Research Note

The purpose of this study was to identify graphic symbols for verbs and prepositions that were performing and underperforming in static and animated formats in a recent experiment on the effects of animation on transparency, name agreement, and identification of graphic symbols. Variable-specific criteria were developed in order to define when a symbol is considered to be performing in terms of its transparency, name agreement, and identification accuracy. Additionally, across-variable heuristic criteria were developed that allowed classification of symbols into four categories: (a) performing exceptionally, (b) performing effectively, (c) performing adequately, and (d) performing inadequately. These criteria were applied to 24 symbols for verbs and 8 symbols for prepositions in both animated and static formats. Results indicated that the vast majority of the symbols performed adequately or better while a few did not. Potential reasons as to why some of the symbols may have underperformed are discussed. Where appropriate, implications for modifying existing symbols and future research are drawn. Although the fact that the heuristic criteria were developed post-hoc is discussed as a limitation, the benefits of the proposed categories bode well for future applications.

Implementing directives that involve prepositions with children with autism: a comparison of spoken cues with two types of augmented input.

Abstract Some children with autism face considerable challenges with comprehension, including difficulties following spoken directives involving prepositional relations. The use of augmented input through visual modalities might be an effective means for supplementing spoken language. The purpose of this preliminary study was to compare spoken input with two augmented input modalities (i.e., speech + visual cues) in terms of childrens ability to follow directives involving prepositions. The augmented input modalities consisted of static scene cues (i.e., photographic or pictorial visual scenes that portray relevant concepts and their relationships) and dynamic scene cues (i.e., full-motion video clips that depict the actions underlying relevant concepts and their relationships). A within-subjects design involving nine children with autism or pervasive developmental disorders-not otherwise specified was used to examine the effectiveness of the three input conditions. Results indicated that both static scene cues and dynamic scene cues were more effective than spoken cues, but there were no differences between static scene cues and dynamic scene cues. Results are discussed in terms of appropriate instructional inputs for children with autism. Limitations are noted and directions for future research are posited.

Autism spectrum disorders in the era of mobile technologies: Impact on caregivers

Abstract Objective: This paper explores possible connections among existing literature on parental stress, augmentative and alternative communication (AAC), and use of mobile technology for persons with autism spectrum disorder (ASD). Methods: A narrative review of the literature. Results: Parental support contributes to positive outcomes for children who use AAC. Parents identify communication as a high priority, but describe the process as challenging. AAC is often used with children with ASD, a population in which parental stress is especially high. Though there is research evidence that mobile technology is a promising tool for individuals with ASD, potentially misleading media anecdotes exist, and the effects on parental expectations and stress remain unstudied questions. Conclusion: Increased understanding of the connections in these research areas should help clarify the potential impact of mobile technologies on parental stress level, help to define appropriate future research directions, and contribute to development of appropriate caregiver training.