Sathiyaprakash Ramdoss

Using iPods(®) and iPads(®) in teaching programs for individuals with developmental disabilities: a systematic review.

We conducted a systematic review of studies that involved iPods(®), iPads(®), and related devices (e.g., iPhones(®)) in teaching programs for individuals with developmental disabilities. The search yielded 15 studies covering five domains: (a) academic, (b) communication, (c) employment, (d) leisure, and (e) transitioning across school settings. The 15 studies reported outcomes for 47 participants, who ranged from 4 to 27 years of age and had a diagnosis of autism spectrum disorder (ASD) and/or intellectual disability. Most studies involved the use of iPods(®) or iPads(®) and aimed to either (a) deliver instructional prompts via the iPod Touch(®) or iPad(®), or (b) teach the person to operate an iPod Touch(®) or iPad(®) to access preferred stimuli. The latter also included operating an iPod Touch(®) or an iPad(®) as a speech-generating device (SGD) to request preferred stimuli. The results of these 15 studies were largely positive, suggesting that iPods(®), iPod Touch(®), iPads(®), and related devices are viable technological aids for individuals with developmental disabilities.

Computer-based interventions to improve social and emotional skills in individuals with autism spectrum disorders: A systematic review

Objective: To review studies involving the use of computer-based interventions (CBI) to improve the social and emotional skills (e.g. emotional recognition) of individuals with autism spectrum disorders (ASD). Methods: The use of computer-based intervention (CBI) in the treatment of autism spectrum disorders (ASD) may offer some advantages to traditional one-to-one or group instruction including easier differentiation of instruction, decreased distractions and the incorporation of an individuals relative visual learning strengths. However, the results of past research suggest varying outcomes for CBI with individuals with ASD. This review provides a systematic analysis of studies investigating CBI to improve social and emotional skills (e.g. emotion recognition) of individuals with ASD. Electronic database searches and ancestral searches were used to identify studies that met pre-determined inclusion criteria. The included studies were then summarized in terms of: (a) participant characteristics, (b) social and emotional skills targeted, (c) details of the CBI, (d) results, and (e) certainty of evidence. Results: The results of these studies indicated that CBIs effect on social and emotional skills was mixed, with the majority of studies reporting unacceptable outcomes following intervention. Conclusions: Overall, this review suggests that the use of CBI to improve the social and emotional skills of individuals with ASD is a promising practice. A comparison of CBI plus tutoring and face-to-face social skills training suggests that CBI can be as effective as face-to-face instruction. Practitioners should carefully consider the preferences and existing abilities of individuals with ASD and the customizability of the software when deciding to use CBI and selecting a software program.

Assistive Technology for Postsecondary Students with Disabilities

This chapter reviews research involving the use of assistive technology (AT) to support and empower postsecondary students with disabilities. Three areas of research related to AT for postsecondary students are reviewed, specifically: (a) survey research aimed at identifying the types of AT options available, (b) intervention studies designed to evaluate the potential benefits of AT, and (c) research aimed at identifying obstacles to the provision or continued use of AT. The chapter concludes that a wide array of AT options for students with varying disabilities exists. However, intervention research evaluating the potential benefits of the various forms of AT is sparse, precluding firm conclusions regarding the effects of any specific form of AT on postsecondary students’ educational outcomes. Furthermore, students with disabilities may struggle to obtain AT support from their institution of higher education, and even when AT is readily available, some students stop using it over time. Recommendations regarding AT for postsecondary students with disabilities are presented and directions for future research are offered.

Assistive Technology for People with Autism Spectrum Disorders

This chapter reviews research involving the use of assistive technology in the education and treatment of people with autism spectrum disorders (ASD). The chapter is organized in three sections corresponding to the most common uses of assistive technology for this population; specifically, to support or improve (a) communication skills, (b) social and emotional skills, and (c) daily living and other adaptive skills. Three tables summarize intervention research involving AT in terms of participant characteristics, dependent variables, intervention procedures, and outcomes. The most common forms of assistive technology are discussed within each intervention category including: (a) speech-generating devices, (b) computer-based intervention, (c) the Picture Exchange Communication System, (d) video modeling, and (e) audio-script training. The chapter concludes that a variety of high-tech (e.g., speech-generating devices) and low-tech (e.g., picture cards) systems have been used to teach new skills, promote independent functioning, and improve the quality of life of people with ASD. However, additional research in which a person’s individual preferences, existing abilities, goals, and natural environment are better incorporated within assistive technology planning and intervention is warranted. Considerations for researchers and practitioners working with people with ASD are discussed.

Assistive Technology for Students with Visual Impairments and Blindness

This chapter provides (a) an overview of visual impairments and blindness, (b) explanations, examples, and summaries of research findings on assistive technology-related assessments and assistive technologies for pre-academic learning, reading, writing, mathematics, and science, and (c) discussion of implications of research findings for use of assistive technology with students with visual impairments and blindness. The research summarized suggests the use of assistive technology with students with visual impairments and blindness has the potential to improve many student outcomes related to academics and learning via enhancement of existing sight abilities and/or engagement of other senses (e.g., hearing) and abilities (e.g., oral language). In addition, research findings suggest the extent and quality of assessments are critical determinants of long-term assistive technology implementation outcomes. Discussion of the implications of research findings includes recommendations for practice in assessment, selection of assistive technologies, teaching and encouraging assistive technology use, and prevention of technology abandonment. The chapter concludes with description of areas in need of future research.

Assistive technology can play an instrumental role in improving employment outcomes of people with cognitive disabilities, but the support strategies and solutions that have the potential to promote success in work place remain unexplored

Sauer, A. L., Parks, A., & Heyn, P. C. (2010). Assistive technology effects on the employment outcomes for people with cognitive disabilities: A systematic review. Disability and Rehabilitation: Assistive Technology, 5, 377–391. Source of funding and disclosure of interest: This study was supported by the U.S. Department of Education grant H325040122–05. The original authors of this research report no conflicts of interest.