Benefits of using technology for children with autism

Autism, Augmentative Communication, and Assistive Technology: What do we really know?

This article written by Pat Mirenda is a literature review on the augmentative and alternative communication (AAC) and assistive technology used to support communication and learning with individuals with ASD. It presented six main topic areas:

1. Assessment- There are no “autism specific” AAC assessment procedures documented or reported to date.  The Participation Model to address three assessment goals. 1. Current and anticipated future communication needs. 2. Determine student’s abilities (sensory, receptive/expressive language, symbol representation, and motor skills) 3. Interaction strategies and identify barriers.  From the assessment they could design a comprehensive AAC intervention to support the student’s development.
2.   Staff/family training – Highlighted that parent provided opportunities for communication in daily routines facilitated communication.
3. Supports for Augmented Input- Evidence that individuals with autism benefit when language input is augmented, particularly through the visual modality primarily schedules and visual symbols for choice making.
4. Supports for Augmented Input & Output- use of Aided Language Stimulation (ALS) used to teach individuals to understand and use visual-graphic symbols for communication plus VOCA (voice-output communication aid). The literature reveled that a naturalistic “total immersion” approach can be effective in facilitation both receptive and expressive communication skills.
5. Supports for Augmented Output – Visual-spatial symbols including PECS and FCT (Functional Communication Training).
6. Assistive Technology for Communication and Learning – Included a study that all of the participants were able to use their VOCAs without prompting in novel community settings with untrained community members.  Also an article on Computer Assisted Instruction reduced disruptive behaviors and higher rates of compliance to instruction.

This article clearly points out that there is limited research on Augmentative communication and assistive technology on children with ASD. The studies available have been largely single-subject designs or case studies.  However the studies reviewed were in support of all levels of assistive technology to increase communication and learning.

Mirenda, Pat. (2001). Autism, Augmentative Communication, and Assistive Technology: What do we really know? Focus on Autism and Other Developmental Disabilities, 16(3), 141-151.

Autism, social skills and virtual reality.

This article written by Parsons and Mitchell suggests that attempts to teach social behaviors while using a behavioral or theory of mind approaches are beneficial; however lack generalization to novel environments. This article highlights the advantages of Virtual Reality (VR) technology as an intervention strategy of social skills for individuals with ASD.

In discrete-trial learning approach within a therapy environment meant that these specific behaviors were context specific and devoid of naturally occurring interactions. TOM teaching using a photograph to show a scenario serves to make thought concrete, which might help people with autism to consider the mental states of others and generalize this understanding. However, in one study reviewed children with autism were significantly helped to pass tasks on which they received teaching, but failed to demonstrate any of this understanding on any task in which they had not received teaching.

Virtual environments allow users to interact with 3-D computer based world incorporating impressive graphics and design. They can maneuver through the gaming in real time using a joystick or mouse on a desktop PC or laptop making it accessible and affordable. VR can look realistic and can include representations of people as well as objects. Another advantage of VR training is that the need for real world social interaction is minimized, thus reducing anxiety common for people with autism. However, it is stressed that the purpose of VR training is not to reduce social interaction, but to allow a safe and non-threatening practice of skills in an educational setting.
Concerns have been raised with the reliance of VR training that the non-social environment supports the disability of autism. It could lead to OCD behaviors and decrease real world interactions increasing reluctance to re-enter the real world. The author suggesting that the child’s interaction with the computer would be more active, less predictable, and therefore, fewer obsessions dismissed this theory.
VR takes the benefits from both approaches and offers social skills teaching within a package including:
1. Repetition of the target skill or task
2. Rote learning of social rules
3. Fading of prompts over time
4. Verbal instructions/explanation of the social skill
5. A consideration of how one’s own behavior impacts on others (i.e. understanding other minds
6. Practice of skills in realistic settings
7. The ability to practice the skill across contexts
8. Role-play of target behaviors
9. Accessibility and ease of use for schools and teachers
10. Affordability for home and school environments
In conclusion, “the advantage to VR training is that the child can role-play in an environment designed to simulate real-world scenarios. Thus, responses can be practices in realistic settings in the absence of potentially threatening and frightening real-world consequences.” Practicing flexibility responding in a safe and controlled environment can reduce anxiety in people with ASDs, enabling them to plan what to do next, rather than displaying repetitive, stereotyped behaviors that is not helpful in achieving their goal of increased appropriate social interactions.

Parsons, S. & Mitchell, P. (2002). The potential of virtual reality in social skills training for people with autistic spectrum disorders. Journal of Intellectual Disability Research. 46 (5), 430-443.