Technology Tools for Students With Autism: Innovations that Enhance Independence and Learning

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9781598572629: Technology Tools for Students With Autism: Innovations that Enhance Independence and Learning

Technology holds great promise for helping students with autism learn, communicate, and function effectively in the modern world. Start leveraging that power today with this forward-thinking book, your in-depth guided tour of technologies that support learners with autism and help them fully participate in their classroom and community. You'll learn about readily available technologies you can use right now—from apps to video modeling—and explore next-wave innovations that will help shape the future of autism intervention, such as therapeutic robots and advanced virtual reality technologies. You'll also get critical guidance on how to select the appropriate technology for your needs, weave technology into a universal design for learning framework, and conduct effective professional development so teachers make the most of new tools and strategies.


DISCOVER TECHNOLOGIES THAT HELP
  • support the overall learning of children on the autism spectrum
  • teach social skills and support emotion regulation through independent data collection
  • develop executive function strategies and improve flexibility, memory, and transitions
  • boost literacy and language skills
  • support young adults' transition to the workplace
  • make data collection and program evaluation more effective and efficient
  • strengthen teacher training programs
  • enhance use of evidence-based practices

Explore the benefits of technologies like
  • apps for education, communication, behavior regulation, and more
  • video modeling
  • language processing software
  • customized digital stories and book creator apps
  • element cue supports
  • emotional regulation and sensing technologies
  • interactive learning software to improve feedback and metacognition
  • visualization and mind mapping apps
  • text-to-speech and speech to text software
  • e-readers and tablets with integrated multimedia (e.g., cameras, microphones, etc.)
  • electronic data collection forms for use with handheld devices
  • and more

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About the Author:


Simon Baron-Cohen, Ph.D., Director of the Autism Research Centre (ARC) in Cambridge, England, is Professor of Developmental Psychopathology at the University of Cambridge and Fellow at Trinity College, Cambridge. He holds degrees in Human Sciences from New College, Oxford, a Ph.D. in Psychology from University College, London, and an M.Phil. in Clinical Psychology at the Institute of Psychiatry. He is Director of the Cambridge Lifespan Asperger Syndrome Service, a clinic for adults with suspected autism. He is author or editor of numerous books for both scholarly audiences and parents and teachers and is author of the DVDROM Mind Reading, nominated for a BAFTA for Best Off-Line Learning. He is also editor-in-chief of the online open access journal Molecular Autism. He has received awards from the American Psychological Association, the British Association for the Advancement of Science, and the British Psychological Society for his research into autism, which currently is focused on testing the “extreme male brain†theory. He has been president of the Psychology Section of the BA and vice president of the International Society for Autism Research as well as the National Autistic Society.



Katharine P. Beals, Ph.D., holds a Ph.D. in linguistics from the University of Chicago and worked for 5 years as a senior software engineer in the Natural Language group of Unisys Corporation before joining the University of Pennsylvania Graduate School of Education and Drexel University School of Education. Her research interests include language acquisition, educational software, and the education of children with autism. She has presented posters at the Autism Association of America and International Meeting for Autism Research conferences and has published articles and book chapters on computational linguistics, pragmatics, and autism. She is also the architect of the GrammarTrainer software program, a comprehensive English grammar curriculum for children on the autistic spectrum, as well as the author of Raising a Left-Brain Child in a Right-Brain World (Shambhala, 2009), a book that addresses issues facing children with autism who are in educational settings. Finally, she is the parent of a 16-year-old boy on the autistic spectrum.



Bonnie Beers, M.A., earned her B.A. in English literature and secondary education from Duke University, and her M.A. in special education from The George Washington University. She has taught students with learning disabilities and was the high school division director for the Multiple Learning Needs program for students with developmental disabilities at Ivymount School in Rockville, Maryland. She is currently the secondary coordinator of the Model Asperger Program, where she is also in charge of curriculum development for middle and high school. She has taught courses and given countless presentations in the areas of literacy, math, language, and emotion management.



Chris Bendel earned his B.M. in music, concentrating in education, at Virginia Commonwealth University. He has been at Ivymount School in Rockville, Maryland, for 5 years, 4 as a teacher in the classroom, and most recently serving as educational and assistive technology specialist. His research interests include finding ways to leverage technology to meet the needs of all types of learners, both functionally and academically, and finding effective ways to incorporate technology into a universal design for learning framework. He strives to find ways to connect students to the lessons and supports they require in and outside of the classroom to help encourage “always-on†learning.



p>Alise Brann, Ed.S., Research Analyst at AIR, has more than a decade of experience in educational and assistive technology. Her current project for the Center for Technology Implementation is PowerUp WHAT WORKS, which focuses on advancing teaching and learning through technology in inclusive classrooms. She has written several online articles including, “Students with Disabilities in Charter Schools,†“Using Technology to Support Struggling Students in Science,†“Captioned Media: Literacy Support for Diverse Learners,†an “Ask the Tech Expert†column, and a chapter in Breakthrough Teaching and Learning: How Educational and Assistive Technologies Are Driving Innovation (Gray & Silver-Paculla, eds., Springer, 2011). She received her Ed.S. in assistive technology and her M.S. Ed. in special education from Simmons College in Boston.



Jed R. Brubaker, M.A., is a Ph.D. candidate in informatics at the Donald Bren School of Information and Computer Sciences at the University of California, Irvine. His research focuses on social computing and human-computer interaction. He holds an M.A. in communication, culture, and technology from Georgetown University and a B.S. in psychology from the University of Utah.



Christopher R. Bugaj, M.A., CCC-SLP, is a founding member of the Assistive Technology Team for Loudoun County Public Schools in Virginia. He is the coauthor of The Practical (and Fun) Guide to Assistive Technology in Public Schools, published by the International Society on Technology in Education. He hosts the A.T.TIPSCAST (http://www.attipscast.com), a multi-award-winning podcast featuring strategies to differentiate learning. He is the author of ATEval2Go (http://www.bit.ly/ateval2go), an application for iPad that helps professionals perform consultations and evaluations, and also coproduces the popular Night Light Stories podcast (http://www.nightlightstories.net), which features original stories for children of all ages.



Jessica Gosnell Caron, M.S., CCC-SLP, graduated from MGH Institute of Health Professions in 2007 with a master’s in communication science disorders. Since 2008, she has been a speech-language pathologist in the Augmentative Communication Program at Children’s Hospital, Boston. Her clinical focus includes assessment and intervention for children and adults who present with complex communication needs; with special interest in high-tech users of augmentative and alternative communication (AAC). She has published articles on the topic of using iDevices and applications, including “Apps: An Emerging Tool for SLPs†(ASHA Leader, 2011) and “There Isn’t Always an App for That†(Perspectives Journal, 2011). She has lectured nationally and internationally on the topic of high-tech AAC and has taught graduate- level courses in augmentative communication at both Mass General Institute of Health Professions and Northeastern University.



Kelley Challen-Wittmer, Ed.M., CAS, has, since 2004, facilitated programming for individuals with autism spectrum disorders (ASDs). After receiving a master’s degree and certificate of advanced study in counseling from Harvard Graduate School of Education, Challen-Wittmer spent several years at Massachusetts General Hospital’s Aspire Program, founding an array of life and career skills development programs. She currently works as Director of Transition Services at NESCA, a private neuropsychology practice in Newton, Massachusetts, where she oversees transition planning, consultation, evaluation, and training services. Challen-Wittmer specializes in ASDs, including Asperger syndrome, adolescent transition, college and career counseling, and social and life skill development.



Yvel Cornel Crevecoeur, Ph.D., is an in-residence 2012-2013 Boston College and CAST postdoctoral fellow and an assistant professor of special education in the Department of Leadership & Special Education at The City College of New York. He is interested in designing and evaluating universal learning environments that include accessible instructional materials for learners at the pre-K-12 and postsecondary levels who experience learning difficulties, especially individuals with diverse cultural and linguistic backgrounds. He has also worked with at-risk learners as a probation officer for the Florida Department of Juvenile Justice.



Yvonne Domings, Ed.M., is Director of Online Learning and Instructional Designer at CAST, where she developed the Building Comprehension Through Social Understanding (BCSU) instructional approach to improve reading comprehension for students with autism spectrum disorder (ASD) by addressing the autism-specific deficits in theory of mind and imaginative play. She holds a master’s degree from Harvard University in mind, brain, and education. Prior to working at CAST, she spent several years helping teachers broaden regular education curricula to encompass the academic, social, and behavioral needs of students with ASD. She has shared her expertise in the educational and affective needs of students with autism in teacher professional development programs.



Ofer Golan, Ph.D., is a senior lecturer and chair of the Clinical Child Psychology Program at Bar-Ilan University, Israel. His research involves clinical and developmental aspects of autism spectrum conditions (ASC), focusing especially on the use of technology and multimedia to enhance emotion recognition, expression, and understanding in individuals with ASC. Past and current technology for ASC projects include Mindreading (http://www.jkp.com), The Transporters video series (http://www.thetransporters.com), and ASC-Inclusion (http://www.asc-inclusion.eu).



Tracy Gray, Ph.D., Managing Director at the American Institutes for Research, directs the Center for STEM Education and Innovation. She leads PowerUp WHAT WORKS, an innovative online learning platform that provides tools and resources to strengthen teaching and learning enhanced by technology for struggling learners. She led two additional projects funded by the U.S. Department of Education, Office of Special Education Programs, National Center for Technology Innovation (NCTI) and the Center for Technology Implementation in Education (CITEd). Dr. Gray has authored numerous publications and recently coedited Breakthrough Teaching and Learning: How Educational and Assistive Technologies Are Driving Innovation (Springer, 2011), with Dr. Heidi Silver Pacuilla. Dr. Gray was a vice president for the Morino Institutes, where she led the Youth Learn initiative. She was the first chief operating officer and acting deputy director for the Corporation for National and Community Service, which launched Americorps. She received her Ph.D. and M.A. from Stanford University. Dr. Gray lives with her husband in Washington, D.C., and is the mother of two daughters.



Joan L. Green, M.A., CCC-SLP, the founder of Innovative Speech Therapy, is a licensed and certified speech-language pathologist with many years’ experience helping children and adults who have communication, cognitive, literacy, and learning challenges. She received her undergraduate and graduate education and training at Northwestern University. She has developed a unique effective approach to therapy that empowers individuals, families, and professionals with state-of-the-art local and online therapy, coaching, and training programs. She authored Technology for Communication and Cognitive Treatment: The Clinician’s Guide and The Ultimate Guide to Assistive Technology in Special Education: Resources for Education, Intervention, and Rehabilitation (Innovative Speech Therapy, 2007). She offers an informative free e-newsletter at http://www.innovativespeech.com to more than 7,000 recipients. These newsletters highlight affordable technology treasures such as iPad apps and interactive online sites as well as strategies for success. In 2008, Green received the Most Outstanding Contribution to the Field Award from the Maryland Speech-Language-Hearing Association.



Melissa A. Hartman, Ed.D., is currently a special education supervisor for Loudoun County Public Schools in Virginia. She consults around the country providing professional development and training on universal design for learning as a member of the faculty cadre at CAST. She completed her dissertation research on students with Asperger syndrome at The George Washington University and for more than 20 years has worked with students on the autism spectrum and their families. She has been an adjunct professor at several local universities, teaching classes on curricula and methods, consultation, and special education. Her work has been published in Teaching Exceptional Children. She loves to model and share new technology with her colleagues and teachers. Professional interests include transition, technology integration, professional development, and school leadership.



Gillian R. Hayes, Ph.D., is an associate professor at the U niversity of California, Irvine, Donald Bren School of Information and Computer Sciences where she designs, develops, and deploys unobtrusive data collection and management technologies that empower people to use collected data to address real human needs in sensitive and ethically responsible ways. She directs the Social and Technological Action Research group and is affiliated with the Laboratory for Ubiquitous Computing and Interaction, the Intel Science and Technology Center for Social Computing, the Center for Autism Research and Treatment, the Center for Ethnography, the Center for Biomedical Informatics, the Center for Research on Information Technology & Organizations, the California Institute for Telecommunications and Information Technology, and the Institute for Genetics and Bioinformatics. She is a fellow in the University of California Center for Collaborative Research for an Equitable California and serves as Director of Technology Research at the Center for Autism and Neurodevelopmental Disorders of Southern California and Chief Technology Officer for Tiwahe Technology.



Stephen W. Hosaflook, M.Ac., has a B.S. in marketing from Rochester Institute of Technology and a master’s in accounting from Kennesaw State University. He is Chief Executive Office of Tiwahe Technology, a high-tech design and consulting firm specializing in autism and other assistive and educational technologies. Along with Dr. Hayes, he created Technology in the Workplace workshops, which instruct students on using technology as they transition into the work force.



Felicia Hurewitz, Ph.D., is the director of the Drexel Autism Support Program, which uses peer-mediated support to help students with autism spectrum disorder navigate the college experience. After receiving her doctorate in psychology from the University of Pennsylvania, Dr. Hurewitz was a postdoctoral scholar at the Rutgers University Institute for Research in Cognitive Science, and then a professor of psychology at Drexel University. She has received a number of research awards, including a National Academy of Education/Spencer Foundation postgraduate fellowship and an Innovative Technology grant from Autism Speaks. Dr. Hurewitz is interested in developing and evaluating new models for assessing and educating children and adults with autism, especially through the use of such technologies as iPad applications and through peer or employer mentorship. Dr. Hurewitz also recently f...

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Descripción Brookes Publishing Co, United States, 2013. Paperback. Estado de conservación: New. Lt;/Li> Lt;li. Language: English . Brand New Book. Technology holds great promise for helping students with autism learn communicate and function effectively in the modern world. Start leveraging that power today with this forward-thinking book your in-depth guided tour of technologies that support learners with autism and help them fully participate in their classroom and community. You ll learn about readily available technologies you can use right now-from apps to video modeling-and explore next-wave innovations that will help shape the future of autism intervention such as therapeutic robots and advanced virtual reality technologies. You ll also get critical guidance on how to select the appropriate technology for your needs weave technology into a universal design for learning framework and conduct effective professional development so teachers make the most of new tools and strategies.Discover technologies that helpsupport the overall learning of children on the autism spectrumteach social skills and support emotion regulation through independent data collectiondevelop executive function strategies and improve flexibility memory and transitionsboost literacy and language skillssupport young adults transition to the workplacemake data collection and program evaluation more effective and efficientstrengthen teacher training programsenhance use of evidence-based practicesExplore the benefits of technologies likeapps for education communication behavior regulation and morevideo modelinglanguage processing softwarecustomized digital stories and book creator appselement cue supportsemotional regulation and sensing technologiesinteractive learning software to improve feedback and metacognitionvisualization and mind mapping appstext-to-speech and speech to text softwaree-readers and tablets with integrated multimedia (e. g. cameras microphones etc.) electronic data collection forms for use with handheld devicesand more. Nº de ref. de la librería AAC9781598572629

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Descripción Brookes Publishing Co, United States, 2013. Paperback. Estado de conservación: New. Lt;/Li> Lt;li.. Language: English . Brand New Book. Technology holds great promise for helping students with autism learn communicate and function effectively in the modern world. Start leveraging that power today with this forward-thinking book your in-depth guided tour of technologies that support learners with autism and help them fully participate in their classroom and community. You ll learn about readily available technologies you can use right now-from apps to video modeling-and explore next-wave innovations that will help shape the future of autism intervention such as therapeutic robots and advanced virtual reality technologies. You ll also get critical guidance on how to select the appropriate technology for your needs weave technology into a universal design for learning framework and conduct effective professional development so teachers make the most of new tools and strategies.Discover technologies that helpsupport the overall learning of children on the autism spectrumteach social skills and support emotion regulation through independent data collectiondevelop executive function strategies and improve flexibility memory and transitionsboost literacy and language skillssupport young adults transition to the workplacemake data collection and program evaluation more effective and efficientstrengthen teacher training programsenhance use of evidence-based practicesExplore the benefits of technologies likeapps for education communication behavior regulation and morevideo modelinglanguage processing softwarecustomized digital stories and book creator appselement cue supportsemotional regulation and sensing technologiesinteractive learning software to improve feedback and metacognitionvisualization and mind mapping appstext-to-speech and speech to text softwaree-readers and tablets with integrated multimedia (e. g. cameras microphones etc.) electronic data collection forms for use with handheld devicesand more. Nº de ref. de la librería AAC9781598572629

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