Technology use as a support tool by secondary students with autism

Hedges, Susan; Odom, Samuel L.; Hume, Kara; Sam, Ann M.

doi:10.1177/1362361317717976

Cited by 52 publications

(34 citation statements)

References 38 publications

(45 reference statements)

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“…In addition, parent surveys can probe the inter-relation of technology use with parent attitudes. To date, research has largely focused on self-reporting by autistic adolescents and adults (Hedges et al 2018 ; Mazurek and Wenstrup 2013 ), though one recent exploration of parent attitudes in a modest sample revealed enthusiasm but lack of knowledge among parents (Clark et al 2015 ). It is likely that parent attitudes to technology both shape and are shaped by their child’s use of technology, as well as by external factors.…”

Section: Introductionmentioning

confidence: 99%

“…Autistic people1 report high levels of use of technology—apps, software and online resources accessed through digital devices—for both leisure purposes and academic study (Hedges et al 2018; Kuo et al 2014; MacMullin et al 2016; Mazurek and Wenstrup 2013). However less is known about the use of technology by autistic people who do not find a traditional survey design accessible—such as young children or those with learning disability.…”

Section: Introductionmentioning

confidence: 99%

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An International Survey of Parental Attitudes to Technology Use by Their Autistic Children at Home

Laurie

Warreyn

Uriarte³

et al. 2018

J Autism Dev Disord

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Capturing variability in use of commercial technologies by autistic children can inform future learning and support technology design. Survey data were collected from parents ( n = 388) in the UK, Spain, and Belgium, and includes information about individuals with a range of ages and ability levels. We found a comparable pattern of access and usage across age groups, though higher reading and language ability was linked to use of more devices and interfaces. Reported worries about technology correlated with longer time spent using technology. Autistic children use mainstream technologies for a broad range of recreational uses. The data suggest that technologies developed with therapeutic goals in mind may need to achieve a high standard of design to engage users.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

An International Survey of Parental Attitudes to Technology Use by Their Autistic Children at Home

Laurie

Warreyn

Uriarte³

et al. 2018

J Autism Dev Disord

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“…Digital technologies have been developed to support autism in areas such as social skills and social interaction (for reviews see Camargo et al, 2014 ; Grossard et al, 2017 ; Ramdoss et al, 2011 ; Schlosser & Wendt, 2008 ) and emotion recognition (for review see Berggren et al, 2018 ). Digital technology, both in school and home settings, is being used in a variety of supportive ways such as increasing autonomy, reducing anxiety and increasing social opportunities for autistic people ( Hedges et al, 2018 ), encapsulated by the term ‘digital support’. To get an idea of how profuse development in this area is, one curated database of autism apps ( http://www.appyautism.com/en/ ) lists over 400 apps for the iOS format alone.…”

mentioning

confidence: 99%

A framework of evidence-based practice for digital support, co-developed with and for the autism community

Zervogianni

Fletcher‐Watson

Herrera

et al. 2020

Autism

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A wide array of digital supports (such as apps) have been developed for the autism community, many of which have little or no evidence to support their effectiveness. A Delphi study methodology was used to develop a consensus on what constitutes good evidence for digital supports among the broader autism community, including autistic people and their families, as well as autism-related professionals and researchers. A four-phase Delphi study consultation with 27 panel members resulted in agreement on three categories for which evidence is required: reliability, engagement and effectiveness of the technology. Consensus was also reached on four key sources of evidence for these three categories: hands-on experience, academic sources, expert views and online reviews. These were differentially weighted as sources of evidence within these three categories. Lay abstract Digital supports are any type of technologies that have been intentionally developed to improve daily living in some way. A wide array of digital supports (such as apps) have been developed for the autism community specifically, but there is little or no evidence of whether they work or not. This study sought to identify what types of evidence the autistic community valued and wanted to see provided to enable an informed choice to be made regarding digital supports. A consensus was developed between autistic people and their families, practitioners (such as therapists and teachers) as well as researchers, to identify the core aspects of evidence that everyone agreed were useful. In all, 27 people reached agreement on three categories for which evidence is required: reliability, engagement and the effectiveness of the technology. Consensus was also reached on four key sources of evidence for these three categories: hands-on experience, academic sources, expert views and online reviews. The resulting framework allows for any technology to be evaluated for the level of evidence identifying how effective it is. The framework can be used by autistic people, their families, practitioners and researchers to ensure that decisions concerning the provision of support for autistic people is informed by evidence, that is, ‘evidence-based practice’.

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“…There is no known cause of autism and no cure for autism. However, research has shown that interventions combining with ongoing therapies can positively lead to having an independent, happy, and productive autitic person [3,4].…”

Section: Introductionmentioning

confidence: 99%

The Use Of User Experience (UX) And Multimedia Project Management (MPM) To Produce Learning-Module Videos For Autism Children: A Post-Study Focus Group Session With Autism Caretakers

Sani¹

2021

TURCOMAT

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Autism is a condition where one has challenges in controlling their social skills and behaviours. Autism affects their communications with people surrounding them. WHO reports one in every 160 children has autism. Interventions are needed by the autism community to assists them in teaching the autism students and managing the autism centers. User Experience (UX) and Multimedia Project Management (MPM) are used to produce learning-module videos for autism children. An 8-week field study of a summative evaluation on the use of the video was conducted. A post-study focus group discussion was then discussed with three caretakers regarding the use of the video for 1) the students learning skills and for 2) the caretakers to teach the students. The findings show using MPM and UX for developing videos for autism children is positive for both questions. However, further investigation on the learning capability of the autism students can be explored.

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Technology use as a support tool by secondary students with autism

Cited by 52 publications

References 38 publications

An International Survey of Parental Attitudes to Technology Use by Their Autistic Children at Home

An International Survey of Parental Attitudes to Technology Use by Their Autistic Children at Home

A framework of evidence-based practice for digital support, co-developed with and for the autism community

The Use Of User Experience (UX) And Multimedia Project Management (MPM) To Produce Learning-Module Videos For Autism Children: A Post-Study Focus Group Session With Autism Caretakers

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