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

Abstract

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.

Brief Report: Just-in-Time Visual Supports to Children with Autism via the Apple Watch:® A Pilot Feasibility Study

“…The JIT construct is gaining traction as a method for providing augmentative and alternative communication and visual supports to children with developmental disabilities (Schlosser et al 2016), in part fueled by the mobile technology revolution (Shane et al 2012). JIT supports have the potential to (a) lower working memory demands, (b) provide a context via situated cognition, and (c) capitalize on teachable moments (Schlosser et al 2016).…”

Use of iPad/iPods with Individuals with Autism and other Developmental Disabilities: A Meta-analysis of Communication Interventions

“…The most frequently reported devices in the literature are both iPad and iPod Touch. iPad/iPod Touch-based SGDs have several advantages compared to other AAC systems (e.g., MS and PECS), such as social acceptance (Lorah et al 2013), affordability (McNaughton and Light 2013), portability (Sigafoos et al 2013), and availability (Shane et al 2012). In contrast, there are some downsides in this type of technology, such as very limited alternative access methods, lack of trained professionals as service providers, and often diverting the focus from communication goals to other purposes (e.g., entertainment) (McNaughton and Light 2013).…”

The Effectiveness of Point-of-View Video Modeling as a Social Skills Intervention for Children with Autism Spectrum Disorders

“…Additionally, Shane et al (2012) stated that the use of unwieldy, more traditional augmentative and alternative communication (AAC) devices (e.g., GoTalk®, DynaVox®) may stigmatize the individual with disabilities. Therefore, the authors emphasized the need to use commonplace and less stigmatizing consumer-level hardware (e.g., laptop computer, cellular phone, tablet) to provide instruction, specifically social skills, language, and communication, for individuals with ASD.…”

“…Therefore, the authors emphasized the need to use commonplace and less stigmatizing consumer-level hardware (e.g., laptop computer, cellular phone, tablet) to provide instruction, specifically social skills, language, and communication, for individuals with ASD. VMs are oftentimes presented on handheld technologies, such as iPads, and therefore, the use of socially acceptable technologies that are rather unobtrusive does not limit the individual's opportunities to interact with peers (Shane et al 2012). …”