Introduction to Technologies in the Daily Lives of Individuals with Autism

Abstract

In this introduction to the Special Issue on Technology we explore the continued evolution of technologies designed to help individuals with autism. Through review articles, empirical reports, and perspectives, we examine how far the field has come and how much further we still can go. Notably, even as we highlight the continuing need for larger empirical studies of autism-focused technology, we note how improvements in the portability, sophistication, ubiquity, and reach of daily technologies are providing new opportunities for research, education, enhancement, knowledge, and inspiration. We conclude by discussing how the next generation of technologies may leverage the increasing promise of big-data approaches to move us towards a future where technology is more personal, more relevant, and pervasively transformative.Keywords Technology Á Robots Á Games Á Apps Á Mobile Á Computers Á Ubiquitous computing Recent trends in technology usage suggest our lives are becoming increasingly interconnected as our access to mobile technologies, information networks, and social media grows (Raine 2014). In addition, advances in the development of innovative technological tools and our increasing sophistication regarding their use continues to provide novel supports, educational opportunities, and inspiration for our daily lives. These trends similarly impact the lives of individuals with autism spectrum disorders (ASD), their teachers, and their families. This special issue has been created to highlight this impact.Our issue begins with a series of reviews and perspectives (Lorah et al. 2015;McCleery 2015;Odom et al. 2015;Stephenson and Limbrick 2015;Whyte et al. 2015) which add to our knowledge about trends in technologies for autism research and clinical practice (e.g. see Grynszpan et al. 2014;Kientz et al. 2013;Boser et al. 2013). Stephenson and Limbrick (2015) report on advances in the use of mobile technologies by individuals with disabilities, highlighting the enormous potential of these devices while providing a realistic perspective on critical needs in mobile technology research, such as larger, well-designed research projects and a broader exploration of mobile software applications used for education. Lorah et al. (2015) provide a focused review on tablet and portable media players used as speech-generating devices for individuals with ASD. In their review, they note that while these systems appear to be both effective for and appreciated by the students who use them, success depends as much on the training protocols used as it does on hardware or software, and warn against mistaking ''the device for the process. '' Odom et al. (2015) apply the Persuasive Technology perspective under the CSESA technology conceptual framework (which considers the user, the activity to be supported, and the technology) to 30 high-quality studies, concluding that extant research supports the use of technology for instruction and intervention for adolescents with ASD. The authors end their review by emphasizing the need for...

Placebo‐like response in absence of treatment in children with Autism

“…It is also important to understand parents' interpretation of their child's behavior. However, more direct measures from the child [Shic & Goodwin, ], such as the amount and quality of the child's spoken language or changes in the child's physiological signals in the home environment, may add more information to what parents perceive.…”

How to Implement Robots in Interventions for Children with Autism? A Co-creation Study Involving People with Autism, Parents and Professionals

“…A variety of assistive applications are suggested for people with ASD, to support them in varies areas of their life, and are implemented in computers, special input devices, virtual environments, avatars, serious games, tele rehabilitation as well as robots (Boucenna et al 2014 ). Moreover, an increasing sophistication and transformation can be seen from ASD technology research mainly as theoretical novelties, now growing towards “tools that are better understood, more solidly studied, more nuanced, and more practically relevant” (Shic and Goodwin 2015 ). Various publications and studies highlight the potential and state of the art of using robots as assistive tools in interventions for children with ASD (Diehl et al 2012 ; Huijnen et al 2016a ).…”

The Influence of Multimedia with Autistic Learners from the Teachers Perception

“…This finding is similar to [26], confirming that video-application can improve learning, maintain a daily living, and increase the productivity and capabilities of children. Another finding showed that the use of video-based tablet-app with autistic children to teach skills has the leverage to support education teaching methods and inspiration for developing daily living skills [27].…”