Julie L. Thompson

Technology-Aided Interventions and Instruction for Adolescents with Autism Spectrum Disorder

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.

Addressing the Academic Needs of Adolescents With Autism Spectrum Disorder in Secondary Education

The number of individuals with Autism Spectrum Disorder (ASD) who enter secondary school settings and access the general education curriculum continues to grow. Many educators may find they are not prepared to adapt their instruction to meet both state standards and the diverse needs of the full spectrum individuals with ASD, which has implications for postsecondary success. In this article, we present an overview of current knowledge around academic instruction for this population, specifically (a) how characteristics associated with ASD can impact academic performance, (b) academic profiles of individuals with ASD across content areas, and (c) interventions that have been successful in improving academic outcomes for this population, including special considerations for those individuals who take alternate assessments based on alternate achievement standards. We conclude by offering suggestions for future research and considerations for professional development.

Learning how to be a student: an overview of instructional practices targeting school readiness skills for preschoolers with autism spectrum disorder

Due to difficulties associated with autism spectrum disorder (ASD), many children with ASD will require additional support to actively participate in classroom activities. Therefore, it is important that professionals who work with young children with ASD know what skills to teach and how to teach them. Using the recent evidence-based practice review conducted by the National Professional Development Center on ASD, we have identified studies that targeted school readiness behaviors which can have implications for academic skill development. In this article, we evaluate (a) the types of skills that have been taught to preschool children with ASD, (b) the strategies used to teach specific skills, and (c) other descriptive information, such as who delivered the intervention and the setting in which the intervention took place. We conclude by offering suggestions for future research and considerations for professional development.

Picture Exchange Communication System and Facilitated Communication: Contrasting an Evidence-Based Practice with a Discredited Method

Abstract Learners with autism require specialized education and supports to ensure acquisition and mastery of various communication skills. This is particularly true for individuals whose disability significantly impacts their language development. Without functional communication, these individuals often engage in severe behavior, have reduced self-determination, and experience diminished quality of life. Accordingly, researchers in special education and related fields have sought ways to improve the communication skills of learners with autism who need specialized language and communication interventions. Although the Picture Exchange Communication System (PECS) is well-established in the empirical literature and has helped countless individuals learn to communicate, the method known as facilitated communication (FC; which also is being called “supported typing” and “rapid prompting method”) has become increasingly popular in recent years. Few methods in special education have been as thoroughly discredited as FC and perhaps none are as dangerous. This chapter contrasts the thoroughly debunked FC and its pseudoscientific characteristics with those underpinning PECS. A brief historical account of each method is provided along with key scientific and pseudoscientific features that distinguish science from pseudoscience. Ultimately, our intent is to further clarify how FC is not an augmentative or alternative communication method and why PECS is.

Eye-Tracking Analysis of Attention to an Electronic Storybook for Minimally Verbal Children With Autism Spectrum Disorder

E-books may be particularly useful for differentiating instruction across a wide range of learners including those with autism spectrum disorder who are minimally verbal (MV-ASD). But the extent to which children with MV-ASD benefit from e-book instruction is unknown. Using eye-tracking equipment and software, we measured the duration of attention to print and pictures when presented with an e-book of 10 elementary-aged prereading children with MV-ASD and five prereading children with typical development. Furthermore, we analyzed eye-gaze duration, left-to-right gaze, and point-to-point correspondence from word to picture across different e-book stimuli (e.g., highlighting text, read-aloud). Results indicated different duration of attending to pictures and print between typically developing children and children with ASD. Although there were some indications that differing stimuli may influence attention to salient e-book components, most notable was that children with MV-ASD attended very little to literacy concepts within the e-book.

Effect of Self-Monitoring on Personal Hygiene Among Individuals With Developmental Disabilities Attending Postsecondary Education

Research indicates that employers rate personal hygiene as the number one barrier to employment among individuals with developmental disabilities. However, there is limited literature on improving personal hygiene in preparation for employment among individuals with developmental disabilities. Using a multiple-baseline across-participants design, this study examined the effect of self-monitoring on personal hygiene among five individuals with developmental disabilities, ages 19 to 22 years, attending a postsecondary education program. A functional relation was demonstrated between self-monitoring and reduced distracting body odor. Limitations, suggestions for future research, and practical applications are provided.