1. "This technology could enhance the intervention quality as it enables correct responses to be easily prompted without fatigue. Technology that is paired with human interventionists could contribute to better reinforcement which facilitates learning and motivates verbal communication even in low-functioning children with ASD."
2. "With a proper schedule, the use of technology can make the parent-delivered interventions at home more focused and systematic. The continuous use of interventions in a home environment contributes to longer treatment times that would improve the child’s ability to communicate."
3. "They showed a preference for electronic devices compared to traditional materials like books and cards. The high level of interest in electronic devices could motivate children with ASD to stay engaged in learning."
4. "The voice output could motivate the children to 'voice over' (or speak out loud)"
1. "the learning environment should provide structured and facilitated teaching"
2. "the learning environment should be error free. This is because an error would disrupt the learning process and it would require a tremendous effort on the individual with ASD to overcome the error and continue the learning process."
3. "This study advocates an accessible and minimalist design, including no background and distractors"
4. "the stimuli must be provided in a clear and concrete manner"
5. "the stimuli must be made consistent across different learning modules in color, shape, size"
Evidence-Based Practices for Children, Youth, and Young Adults with Autism
The National Clearinghouse on Autism Evidence & Practice provides a comprehensive listing of evidence-based practices which includes Technology-Aided Instruction and Intervention (TAII)
TAII is effective for teaching students aged 1 to 22 in many domains including Communication, Social, Joint Attention, Play, Cognitive, School readiness, Academic, Self-help, Challenging/Interferring behavior, Motor.
Computer-assisted vocabulary instruction for students with disabilities: Evidence from an effect size analysis of single-subject experimental design studies (2018) by A Cabanillas-Tello, M Cabanillas-Carbonell states that "Evidence from CAI vocabulary studies commonly shows that the presentation of text with auditory and visual supports led to improved outcomes for students with disabilities.""
Use of Technology in Interventions for Children with Autism (2004)
"These comparative studies indicate that computer based instruction typically results in benefits such as increased motivation, decreased inappropriate behavior, and increased attention and sometimes results in increased learning compared to traditional methods."
User Interface for People with Autism Spectrum Disorders (2014)
1. Design for simplicity and few elements on screen.
2. Use simple graphics.
3. Do not use pop-up elements and distractions.
4. Pages should load fast.
Stakeholder Perspectives to Support Graphical User Interface Design for Children with Autism Spectrum Disorder: A Qualitative Study (2021)
1. "From the participants’ perspective, using a combination of visual and written information may be one of the most effective ways to teach this population"
2. "The interface should prevent children’s distractions and help them focus on the main elements of the screen, which is why it is essential to reduce visual complexity."
1. Customizability
2. Single objective
3. Reward
4. Repeatability and predictability
1. Quality of app engagement
2. Functionality
3. Aesthetics
4. Information quality
A study that reports that taking first trial correct data results in similar results to taking 80% of 10 trials.
A Comparison of Methods for Collecting Data on Performance During Discrete Trial Teaching (2011)
Review of a few studies on the differences between taking only first-trial correct or all trial data.
The Benefits of Skinner's Analysis of Verbal Behavior for Children with Autism
Dr. Mark Sundberg provides a review of B.F. Skinner's Verbal Behavior to the teaching of children with autism.
Verbal Behavior Analysis: A Program of Research in the Induction and Expansion of Complex Verbal Behavior by Greer & Ross . See page 146 for a description of the verbal behavior levels of students.