Οι ΤΠΕ στην εκπαίδευση ατόμων με Διαταραχές Αυτιστικού Φάσματος: Βιβλιογραφική επισκόπηση

PDF
Δημοσιευμένα: Jan 1, 2017
Λέξεις-κλειδιά:
Διαταραχές Αυτιστικού Φάσματος ΤΠΕ Ψηφιακές Τεχνολογίες
Δήμητρα Τσιόπελα
Τμήμα Κοινωνικής και Εκπαιδευτικής Πολιτικής, Πανεπιστήμιο Πελοποννήσου
Αθανάσιος Τζιμογιάννης
Τμήμα Κοινωνικής και Εκπαιδευτικής Πολιτικής, Πανεπιστήμιο Πελοποννήσου
Περίληψη

Τα τελευταία χρόνια υπάρχει αυξημένο ερευνητικό ενδιαφέρον σχετικά με τη χρήση ψηφιακών τεχνολογιών στην εκπαίδευση ατόμων με ειδικές ανάγκες. Το άρθρο αυτό αποτελεί μια επισκόπηση των ερευνών που μελετούν τη χρήση ΤΠΕ στην εκπαίδευση ατόμων Διαταραχές Αυτιστικού Φάσματος (ΔΑΦ). Οι έρευνες αφορούν στη χρήση εκπαιδευτικών λογισμικών, περιβαλλόντων εικονικής πραγματικότητας, πολυμέσων, ρομποτικής και φορητών συσκευών και κατηγοριοποιούνται με κριτήρια την τεχνολογία που χρησιμοποιούν, τις δεξιότητες που στοχεύουν να αναπτύξουν, την ηλικία των συμμετεχόντων και το πλαίσιο της παρέμβασης. Από την επισκόπηση της βιβλιογραφίας προκύπτει ότι: (1) τα αποτελέσματα της χρήσης ΤΠΕ στην εκπαίδευση ατόμων με ΔΑΦ είναι ιδιαίτερα ενθαρρυντικά, (2) με το πέρασμα του χρόνου διευρύνονται τόσο τα χρησιμοποιούμενα τεχνολογικά μέσα, όσο και οι εκπαιδευτικοί στόχοι, (3) τα τελευταία χρόνια το ενδιαφέρον στρέφεται προς τη χρήση φορητών συσκευών και προς εφαρμογές που στοχεύουν στην ανάπτυξη επαγγελματικών δεξιοτήτων για τα άτομα με ΔΑΦ.

Λεπτομέρειες άρθρου
  • Ενότητα
  • Articles
Λήψεις
Τα δεδομένα λήψης δεν είναι ακόμη διαθέσιμα.
Αναφορές
Alcorn, A., Pain, H., Rajendran, G., Smith, T., Lemon, O., Porayska-Pomsta, K., … Bernardini, S. (2011). Social communication between virtual characters and children with autism. In G. Biswas, S. Bull, J. Kay, & A. Mitrovic (Eds.), Artificial intelligence in education (Vol. 6738, p. 7-14). Springer Berlin Heidelberg.
Alexander, J., Ayres, K., Smith, K., Shepley, S., & Mataras, T. (2013). Using video modeling on an ipad to teach generalized matching on a sorting mail task to adolescents with autism. Research in Autism Spectrum Disorders, 7(11), 1346-1357.
Allen, K., Wallace, D., Greene, D., Bowen, S., & Burke, R. (2010). Community based vocational instruction using videotaped modeling for young adults with autism spectrum disorders performing in air-inflated mascots. Focus on Autism and Other Developmental Disabilities, 25(3), 186-192.
American Psychiatric Association (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: American Psychiatric Publishing.
Amirabdollahian, F., Robins, B., Dautenhahn, K., & Ji, Z. (2011). Investigating tactile event recognition in child-robot interaction for use in autism therapy. Proceedings of the 2011 Annual International Conference of the IEEE Engineering in Medicine and Biology Society (pp. 5347–5351 Boston: EMBS.
Anzalone, S., Tilmont, E., Boucenna, S., Xavier, J., Jouen, A., Bodeau, N., …Cohen, D. (2014). How children with autism spectrum disorder behave and explore the 4-dimensional (spatial 3d and time) environment during a joint attention induction task with a robot. Research in Autism Spectrum Disorders, 8(7), 814-826.
Barry, M., & Pitt, I. (2006). Interaction design: a multidimensional approach for learners with autism. In Proceedings of the 2006 Conference on Interaction Design and Children (pp. 33-36). NY: ACM.
Bekele, E., Crittendon, J., Zheng, Z., Swanson, A., Weitlauf, A., Warren, Z., & Sarkar, N. (2014). Assessing the utility of a virtual environment for enhancing facial affect recognition in adolescents with autism. Journal of Autism and Developmental Disorders, 44(7), 1641-1650.
Bereznak, S., Ayres, K., Mechling, L., & Alexander, J. (2012). Video self-prompting and mobile technology to increase daily living and vocational independence for students with autism spectrum disorders. Journal of Developmental and Physical Disabilities, 24(3), 269-285.
Bernard-Opitz, V., Sriram, N., & Nakhoda-Sapuan, S. (2001). Enhancing social problem solving in children with autism and normal children through computer assisted instruction. Journal of Autism and Developmental Disorders, 31, 377-384.
Bernard-Optiz, V., Ross, K., & Tuttas, M. (1990). Computer assisted instruction for autistic children. Annals Academy of Medicine, 19, 611-616.
Bethel, C., Stevenson, M., & Scassellati, B. (2011). Secret-sharing: Interactions between a child, robot, and adult. In Proceedings of the 2011 IEEE International Conference on Systems, Man, and Cybernetics (p. 2489-2494). IEEE.
Bishop, J. (2003). The Internet for educating individuals with social impairments. Journal of Computer Assisted Learning, 19(4), 546-556.
Bolte, S., Feineis-Matthews, S., Leber, S., Dierks, T., Hubl, D., & Poustka, F. (2002). The development and evaluation of a computer-based program to test and teach the recognition of facial affect. International Journal of Circumpolar Health, 61(2), 61-68.
Boraston, Z., & Blakemore, S.-J. (2007). The application of eye-tracking technology in the study of autism. The Journal of Physiology, 581(3), 893-898.
Bosseler, A., & Massaro, D. (2003). Development and evaluation of a computer animated tutor for vocabulary and language learning in children with autism. Journal of Autism and Developmental Disorders, 33(6), 653-672.
Brady, N. C., Anderson, C. J., Hahn, L. J., Obermeier, S. M., & Kapa, L. L. (2014). Eye tracking as a measure of receptive vocabulary in children with autism spectrum disorders. Augmentative and Alternative Communication, 30(2), 147-159.
Buggey, T. (2007). A picture is worth: Video self-modeling applications at school and home. Journal of Positive Behavior Interventions, 9, 151–158.
Burke, R., Allen, K., Howard, M., Downey, D., Matz, M., & Bowen, S. (2013). Tablet-based video modeling and prompting in the workplace for individuals with autism. Journal of Vocational Rehabilitation, 38(1), 1-14.
Burke, R., Andersen, M., Bowen, S., Howard, M., & Allen, K. (2010). Evaluation of two instruction methods to increase employment options for young adults with autism spectrum disorders. Research in Developmental Disabilities, 31(6), 1223-1233.
Cabibihan, J.-J., Javed, H., Ang Jr, M., & Aljunied, S. M. (2013). Why robots? A survey on the roles and benefits of social robots in the therapy of children with autism. International Journal of Social Robotics, 5(4), 593–618.
Carlile, K., Reeve, S., Reeve, K., & DeBar, R. (2013). Using activity schedules on the ipod touch to teach leisure skills to children with autism. Education and Treatment of Children, 36(2), 33-57.
Carter, E., Williams, D., Hodgins, J., & Lehman, J. (2014). Are children with autism more responsive to animated characters? A study of interactions with humans and human-controlled avatars. Journal of Autism and Developmental Disorders, 44(10), 2475-2485.
CDC (2014). Prevalence of autism spectrum disorder among children aged 8 years. Autism and developmental disabilities monitoring network, 11 sites, United States, 2010. Atlanta: Centers for Disease Control and Prevention, U.S. Department of Health and Human Services.
Charitos, D., Karadanos, G., Sereti, E., Triantafillou, S., Koukouvinou, S., & Martakos, D. (2000). Employing virtual reality for aiding the organization of autistic children behavior in everyday tasks. Proceedings of the 3rd International Conference on Disability, Virtual Reality and Associated Technologies (pp. 147-152). Reading: The University of Reading.
Charlop, M., Dennis, B., Carpenter, M., & Greenberg, A. (2010). Teaching socially expressive behaviors to children with autism through video modeling. Education and Treatment of Children, 33, 371–393.
Chevallier, C., Parish-Morris, J., McVey, A., Rump, K. M., Sasson, N. J., Herrington, J. D., & Schultz, R. T. (2015). Measuring social attention and motivation in autism spectrum disorder using eye-tracking: Stimulus type matters. Autism Research, 8, 620–628.
Ching-Hsiang, S., Ming-Shan, C., Shu-Hui, W., & Chih-Nung, C. (2014). Teaching two teenagers with autism spectrum disorders to request the continuation of video playback using a touchscreen computer with the function of automatic response to requests. Research in Autism Spectrum Disorders, 8(9), 1055-1061.
Cihak, D., Fahrenkrog, C., Ayres, K., & Smith, C. (2009). The use of video modeling via a video ipod and a system of least prompts to improve transitional behaviors for students with autism spectrum disorders in the general education classroom. Journal of Positive Behavior Interventions, 12(2), 103-115.
Cihak, D., Smith, C., Cornett, A., & Coleman, M. (2012). The use of video modeling with the picture exchange communication system to increase independent communicative initiations in preschoolers with autism and developmental delays. Focus on Autism and Other Developmental Disabilities, 27(1), 3-11.
Cihak, D., Wright, R., & Ayres, K. (2010). Use of self-modeling static-picture prompts via a handheld computer to facilitate self-monitoring in the general education classroom. Education and Training in Autism and Developmental Disabilities, 45(1), 136–149.
Colby, K. (1973). The rationale for computer based treatment of language difficulties in nonspeaking autistic children. Journal of Autism and Childhood Schizophrenia, 3, 254-260.
Colby, K., & Smith, D. (1971). Computers in the treatment of nonspeaking autistic children. Grune & Stratton.
Cramer, M., Hirano, S., Tentori, M., Yeganyan, M., & Hayes, G. (2011). Classroom based assistive technology: Collective use of interactive visual schedules by students with autism. Proceedings of the SIGCHI Conference on Human Factors in Computing Systems (pp. 1-10). New York: ACM.
da Silva, M. L., Gonçalves, D., & Silva, H. (2014). User-tuned content customization for children with autism spectrum disorders. Procedia Computer Science, 27, 441-448.
da Silva, M. L., Gonçalves, D., Guerreiro, T., & Silva, H. (2012). A web-based application to address individual interests of children with autism spectrum disorders. Procedia Computer Science, 14, 20-27.
Dautenhahn, K. (2003). Roles and functions of robots in human society: Implications from research in autism therapy. Robotica, 21, 443-452.
Davies, D., Stock, S., & Wehmeyer, M. (2003). A palmtop computer based intelligent aid for individuals with intellectual disabilities to increase independent decision making. Research & Practice for Persons with Severe Disabilities, 28, 182–193.
De Leo, G., Gonzales, C., Battagiri, P., & Leroy, G. (2011). A smart-phone application and a companion website for the improvement of the communication skills of children with autism: clinical rationale, technical development and preliminary results. Journal of Medical Systems, 35(4), 703-711.
Dede, C. (2011). Reconceptualizing technology integration to meet the necessity of transformation. Journal of Curriculum and Instruction, 5(1), 4-16.
Diehl, J., Schmitt, L., Villano, M., & Crowell, C. (2012). The clinical use of robots for individuals with autism spectrum disorders: A critical review. Research in Autism Spectrum Disorders, 6(1), 249–262.
Dotto-Fojut, K., Reeve, K., Townsend, D., & Progar, P. (2011). Teaching adolescents with autism to describe a problem and request assistance during simulated vocational tasks. Research in Autism Spectrum Disorders, 5(2), 826-833.
Dowrick, P. W. (1999). A review of self-modeling and related interventions. Applied and Preventative Psychology, 8, 23–29.
Duquette, A., Michaud, F., & Mercier, H. (2007). Exploring the use of a mobile robot as an imitation agent with children with low functioning autism. Autonomous Robots, 24(2), 147-157.
Engelhardt, C., & Mazurek, M. (2013). Video game access, parental rules, and problem behavior: A study of boys with autism spectrum disorder. Autism. 18(5) 529–537.
Escobedo, L., Nguyen, D., Boyd, L., Hirano, S., Rangel, A., Garcia, D., … Hayes, G. (2012). MOSOCO: A mobile assistive tool to support children with autism practicing social skills in real-life situations. Proceedings of the ACM Conference on Human Factors in Computing Systems (pp.2589-2598). Austin, Texas: ACM Press.
Fabri, M., Awad Elzouki, S., & Moore, D. (2007). Emotionally expressive avatars for chatting, learning and therapeutic intervention. In J. Jacko (Ed.), Human-Computer Interaction, Part III, LNCS 4552, (pp. 275–285). Berlin Heidelberg: Springer-Verlag.
Gabriels, R., & Hill, D. (2007). Growing up with autism: Working with school-age children and adolescents. Guilford Press.
Ganz, J., Boles, M., Goodwyn, F., & Flores, M. (2014). Efficacy of handheld electronic visual supports to enhance vocabulary in children with ASD. Focus on Autism and Other Developmental Disabilities, 29(1), 3-12.
Gentry, T., Kriner, R., Sima, A., McDonough, J., & Wehman, P. (2015). Reducing the need for personal supports among workers with autism using an ipod touch as an assistive technology: Delayed randomized control trial. Journal of Autism and Developmental Disorders, 45(3), 669-684.
Gentry, T., Lau, S., Molinelli, A., Fallen, A., & Kriner, R. (2012). The apple ipod touch as a vocational support aid for adults with autism: Three case studies. Journal of Vocational Rehabilitation, 37(2), 75-85.
Geoffrion, L., & Goldenberg, E. (1981). Computer-based learning systems for communication-handicapped children. Journal of Special Education, 15(3), 325-332.
Golan, O., & Baron-Cohen, S. (2006). Systemizing empathy: teaching adults with Asperger syndrome or high-functioning autism to recognize complex emotions using interactive multimedia. Development and Psychopathology, 18(2), 591-617.
Golan, O., Ashwin, E., Granader, Y., McClintock, S., Day, K., Leggett, V., & Baron-Cohen, S. (2010). Enhancing emotion recognition in children with autism spectrum conditions: An intervention using animated vehicles with real emotional faces. Journal of Autism and Developmental Disorders Volume, 40(3), 269-279.
Gordon, I., Pierce, M., Bartlett, M., & Tanaka, J. (2014). Training facial expression production in children on the autism spectrum. Journal of Autism and Developmental Disorders, 44(10), 2486-2498.
Grynszpan, O., Martin, J., & Nadel, J. (2008). Multimedia interfaces for users with high functioning autism: an empirical investigation. International Journal of Human-Computer Studies, 66, 628-639.
Grynszpan, O., Weiss, P. T., Perez-Diaz, F., & Gal, E. (2014). Innovative technology-based interventions for autism spectrum disorders: a meta-analysis. Autism, 18(4), 346-361.
Guillon, Q., Hadjikhani, N., Baduel, S., & Rogé, B. (2014). Visual social attention in autism spectrum disorder: insights from eye tracking studies. Neuroscience & Biobehavioral Reviews, 42, 279–297.
Hanley, M., Riby, D., Carty, C., McAteer, A., Kennedy, A., & McPhillips, M. (2015). The use of eye-tracking to explore social difficulties in cognitively able students with autism spectrum disorder: A pilot investigation. Autism, 19(7), 868-873.
Hayes, G., Hirano, S., Marcu, G., Monibi, M., Nguyen, D., & Yeganyan, M. (2010). Interactive visual supports for children with autism. Personal and Ubiquitous Computing, 14(7), 663-680. evaluation of a vocational support program for adults on the autism spectrum. Career Development for Exceptional Individuals, 30(1), 35-47.
Hillier, A., Campbell, H., Mastriani, K., Izzo, M., Kool-Tucker, A., Cherry, L., & Beversdorf, D. (2007). Two-Year evaluation of a vocational support program for adults on the autism spectrum. Career Development for Exceptional Individuals, 30(1), 35-47.
Hirano, S., Yeganyan, M., Marcu, G., Nguyen, D., Boyd, L. A., & Hayes, G. (2010). vSked: Evaluation of a System to Support Classroom Activities for Children with Autism. Proceedings of the SIGCHI Conference on Human Factors in Computing Systems (pp. 1633-1642). New York: ACM.
Istenic Starcic, A., & Bagon, S. (2014). ICT-supported learning for inclusion of people with special needs: Review of seven educational technology journals, 1970–2011. British Journal of Educational Technology, 45(2), 202-230.
Jabbar, A. I. A., & Felicia, P. (2015). Gameplay engagement and learning in game-based learning a systematic review. Review of Educational Research, 85(4), 740–779.
Kagohara, D., Meer, L. v. d., Ramdoss, S., O’Reilly, M., Lancioni, G., Davis, T., … Sigafoos, J. (2013). Using ipods® and ipads® in teaching programs for individuals with developmental disabilities: A systematic review. Research in Developmental Disabilities, 34(1), 147 - 156.
Kaliouby, R. E., Picard, R., & Baron-Cohen, S. (2006). Affective computing and autism. Annals of the New York Academy of Sciences, 1093(1), 228–248.
Kandalaft, M., Didehbani, N., Krawczyk, D., Allen, T., & Chapman, S. (2013). Virtual reality social cognition training for young adults with high-functioning autism. Journal of Autism and Developmental Disorders, 43(1), 34-44.
Kellems, R., & Morningstar, M. (2012). Using video modeling delivered through ipods to teach vocational tasks to young adults with autism spectrum disorders. Career Development and Transition for Exceptional Individuals, 35(3), 155-167.
Kim, E., Berkovits, L., Bernier, E., Leyzberg, D., Shic, F., Paul, R., & Scassellati, B. (2013). Social robots as embedded reinforcers of social behavior in children with autism. Journal of Autism and Developmental Disorders, 43(5), 1038-1049.
Knight, V., McKissick, B., & Saunders, A. (2013). A review of technology-based interventions to teach academic skills to students with autism spectrum disorder. Journal of Autism and Developmental Disorders, 43(11), 2628-2648.
Knight, V., Sartini, E., & Spriggs, A. (2014). Evaluating visual activity schedules as evidence-based practice for individuals with autism spectrum disorders. Journal of Autism and Developmental Disorders, 45(1), 157-178.
Kuo, M., Orsmond, G., Coster, W., & Cohn, E. (2014). Media use among adolescents with autism spectrum disorder. Autism, 18(8), 914-923.
Lahiri, U., Bekele, E., Dohrmann, E., Warren, Z., & Sarkar, N. (2015). A physiologically informed virtual reality based social communication system for individuals with autism. Journal of Autism and Developmental Disorders, 45(4), 919-931.
Lancioni, G., Singh, N., O’Reilly, M., Sigafoos, J., Boccasini, A., Alberti, G., & Lang, R. (2014). People with multiple disabilities use basic reminding technology to engage in daily activities at the appropriate times. Journal of Developmental and Physical Disabilities, 26(3), 347-355.
Lanyi, C.S., & Tilinger, A. (2004). Multimedia and virtual reality in the rehabilitation of autistic children. In J. Klaus, K. Miesenberger, W. Zagler, & D. Burger (Eds.), Computers Helping People with Special Needs. Lecture Notes in Computer Science (vol. 3118, pp. 22-28). Springer, Berlin, Heidelberg.
Lee, C., Anderson, A., & Moore, D. (2014). Using video modeling to toilet train a child with autism. Journal of Developmental and Physical Disabilities, 26(2), 123-134.
Lorah, E., Tincani, M., Dodge, J., Gilroy, S., Hickey, A., & Hantula, D. (2013). Evaluating picture exchange and the ipad™ as a speech generating device to teach communication to young children with autism. Journal of Developmental and Physical Disabilities, 25(6), 637-649.
MacMullin, J., Lunsky, Y., & Weiss, J. (2016). Plugged in: Electronics use in youth and young adults with autism spectrum disorder. Autism. 20(1) 45–54.
Marnik, J., & Szela, M. (2008). Multimedia program for teaching autistic children. In J. K. Ewa Pietka (Ed.), Information Technologies in Biomedicine (Vol. 47, pp. 505-512). Springer.
Max, M., & Burke, J. (1997). Virtual reality for autism communication and education, with lessons for medical training simulators. Studies in Health Technology and Informatics, 39, 46–53.
Mechling, L. (2011). Review of twenty-first century portable electronic devices for persons with moderate intellectual disabilities and autism spectrum disorders. Education and Training in Autism and Developmental Disabilities, 46(4), 479-498.
Mechling, L., Gast, D., & Seid, N. (2009). Using a personal digital assistant to increase independent task completion by students with autism spectrum disorder. Journal of Autism and Developmental Disorders, 39(10), 1420-1434.
Messinger, D., Duvivier, L., Warren, Z., Mahoor, M., Baker, J., Warlaumont, A., & Ruvolo, P. (2014). Affective computing, emotional development, and autism. In R. Calvo, S. D’Mello, J. Gratch, & A. Kappas (Eds.), The Oxford Handbook of Affective Computing (pp. 516-536). Oxford University Press.
Mintz, J. (2013). Additional key factors mediating the use of a mobile technology tool designed to develop social and life skills in children with autism spectrum disorders: Evaluation of the 2nd HANDS prototype. Computers & Education, 63, 17-27.
Mitchell, P., Parsons, S., & Leonard, A. (2007). Using virtual environments for teaching social understanding to six adolescents with autistic spectrum disorders. Journal of Autism and Developmental Disorders, 37(3), 589-600.
Moore, D., & Taylor, J. (2000). Interactive multimedia systems for students with autism. Journal of Educational Media, 25, 169-177.
Moore, D., Cheng, Y., McGrath, P., & Powell, N. (2005). Collaborative virtual environment technology for people with autism. Focus on Autism and other Developmental Disabilities, 21, 7-13.
Murdock, L., Ganz, J., & Crittendon, J. (2013). Use of an ipad play story to increase play dialogue of preschoolers with autism spectrum disorders. Journal of Autism and Developmental Disorders, 43(9), 2174-2189.
Ninci, J., Neely, L., Hong, E. R., Boles, M., Gilliland, W., Ganz, J., … Vannest, K. (2015). Meta-analysis of single-case research on teaching functional living skills to individuals with ASD. Review Journal of Autism and Developmental Disorders, 2(2), 184–198.
Oblinger, D., Van’t Hooft, M., Greenfield, A., De Freitas, S., Tonkin, E., & Haller, M. (2008). Emerging Technologies for Learning Report (Vol. 3· Tech. Rep.). Retrieved 25 November 2016, from http://dera.ioe.ac.uk/1503.
Panyan, M. (1984). Computer technology for autistic students. Journal of Autism and Developmental Disorders, 14, 375–382.
Papagiannopoulou, E. A., Chitty, K. M., Hermens, D. F., Hickie, I. B., & Lagopoulos, J. (2014). A systematic review and meta-analysis of eye-tracking studies in children with autism spectrum disorders. Social Neuroscience, 9(6), 610-632.
Pierce, K., Marinero, S., Hazin, R., McKenna, B., Barnes, C., & Malige, A. (2016). Eye tracking reveals abnormal visual preference for geometric images as an early biomarker of an autism spectrum disorder subtype associated with increased symptom severity. Biological Psychiatry, 79(8), 657–666.
Pleinis, A., & Romanczyk, R. (1983). Computer assisted instruction for atypical children: Attention, performance and collateral behavior. Paper presented at the Applied Behavior Analysis Conference. Milwaukee.
Ploog, B., Scharf, A., Nelson, D., & Brooks, P. (2013). Use of computer-assisted technologies (cat) to enhance social, communicative, and language development in children with autism spectrum disorders. Journal of Autism and Developmental Disorders, 43(2), 301-322.
Putnam, C., & Chong, L. (2008). Software and technologies designed for people with autism: what do users want?. In Proceedings of the 10th international ACM SIGACCESS conference on Computers and accessibility (pp. 3-10). ACM.
Rahman, M., Ferdous, S., Ahmed, S., & Anwar, A. (2011). Speech development of autistic children by interactive computer games. Interactive Technology and Smart Education, 8(4), 208-223.
Rajendran, G. (2013). Virtual environments and autism: a developmental psychopathological approach. Journal of Computer Assisted Learning, 29(4), 334-347.
Ramdoss, S., Lang, R., Fragale, C., Britt, C., O’Reilly, M., Sigafoos, J., … Lancioni, G. (2012). Use of computer-based interventions to promote daily living skills in individuals with intellectual disabilities: A systematic review. Journal of Developmental and Physical Disabilities, 24(2), 197-215.
Ramdoss, S., Lang, R., Mulloy, A., Franco, J., O’Reilly, M., Didden, R., & Lancioni, G. (2011). Use of computer-based interventions to teach communication skills to children with autism spectrum disorders: A systematic review. Journal of Behavioral Education, 20(1), 55-76.
Ricks, D., & Colton, M. (2010). Trends and considerations in robot-assisted autism therapy. Proceedings of the 2010 IEEE International Conference on Robotics and Automation (ICRA) (pp. 4354-4359). Anchorage, Alaska: IEEE.
Robins, B., Dickerson, P., & Dautenhahn, K. (2005). Robots as embodied beings-Interactionally sensitive body movements in interactions among autistic children and a robot. In Robot and Human Interactive Communication, 2005. ROMAN 2005. IEEE International Workshop on (pp. 54-59). IEEE.
Sampath, H., Sivaswamy, J., & Indurkhya, B. (2010). Assistive systems for children with dyslexia and autism. ACM Sigaccess Accessibility and Computing, 96, 32-36.
Sanchez-Marin, F., & Padilla-Medina, J. (2007). A psychophysical test of the visual pathway of children with autism. Journal of Autism and Developmental Disorders, 38(7), 1270-1277.
Sansosti, F., Doolan, M., Remaklus, B., Krupko, A., & Sansosti, J. (2014). Computer-assisted interventions for students with autism spectrum disorders within school-based contexts: A quantitative meta-analysis of single-subject research. Review Journal of Autism and Developmental Disorders, 2(2), 128-140.
Schmidt, C., & Schmidt, M. (2008). Three-dimensional virtual learning environments for mediating social skills acquisition among individuals with autism spectrum disorders. Proceedings of the 7th International Conference on Interaction Design and Children (pp. 85-88). New York: ACM.
Sennott, S., & Bowker, A. (2009). Autism, aac, and proloquo2go. SIG 12 Perspectives on Augmentative and Alternative Communication, 18(4), 137-145.
Simpson, A., Langone, J., & Ayres, K. (2004). Embedded video and computer based instruction to improve social skills for students with autism. Education and Training in Developmental Disabilities, 39, 240-252.
Smith, B., Spooner, F., & Wood, C. (2013). Using embedded computer-assisted explicit instruction to teach science to students with autism spectrum disorder. Research in Autism Spectrum Disorders, 7(3), 433-443.
Smith, M., Ginger, E., Wright, K., Wright, M., Lounds Taylor, J., Boteler Humm, L., … Fleming, M. (2014). Virtual reality job interview training in adults with autism spectrum disorder. Journal of Autism and Developmental Disorders, 44(10), 2450-2463.
Strickland, D. (1997). Virtual reality for the treatment of autism. In G. Riva (Ed.), Virtual reality in Neuro-Psycho-Physiology (Vol. 44, pp. 81–86). Amsterdam: Ios Press.
Swanson, M. R., & Siller, M. (2014). Brief report: Broad autism phenotype in adults is associated with performance on an eye-tracking measure of joint attention. Journal of Autism and Developmental Disorders, 44(3), 694-702.
Tentori, M., & Hayes, G. (2010). Designing for interaction immediacy to enhance social skills of children with autism. In J. Bardram, M. Langhenreich, K. Truong, & P. Nixon (Eds.), Proceedings of the 12th ACM International Conference on Ubiquitous Computing (pp. 51-60). New York: ACM Press.
Torres, N., Clark, N., Ranatunga, I., & Popa, D. (2012). Implementation of interactive arm playback behaviors of social robot Zeno for autism spectrum disorder therapy. Proceedings of the 5th International Conference on Pervasive Technologies Related to Assistive Environments. Article No. 21. ACM: New York.
Tsiopela, D., & Jimoyiannis, A. (2014). Pre-Vocational Skills Laboratory: Development and investigation of a Web-based environment for students with autism. Procedia Computer Science, 27, 207-217.
Tsiopela, D., & Jimoyiannis, A. (2017). Pre-vocational skills laboratory: designing interventions to improve employment skills for students with autism spectrum disorders. Universal Access in the Information Society, 16(3), 609-627.
Van Laarhoven, T., Johnson, J., Van Laarhoven-Myers, T., Grider, K., & Grider, K. (2009). The effectiveness of using a video ipod as a prompting device in employment settings. Journal of Behavioral Education, 18(2), 119-141.
Venkatesh, S., Greenhill, S., Phung, D., Adams, B., & Duong, T. (2012). Pervasive multimedia for autism intervention. Pervasive and Mobile Computing, 8(6), 863-882.
Voogt, J., Erstad, O., Dede, C., & Mishra, P. (2013). Challenges to learning and schooling in the digital networked world of the 21st century. Journal of Computer Assisted Learning, 29(5), 403-413.
Walsh, L., Lydon, S., & Healy, O. (2014). Employment and vocational skills among individuals with autism spectrum disorder: Predictors, impact, and interventions. Review Journal of Autism and Developmental Disorders, 1(4), 266-275.
Wass, S., & Porayska-Pomsta, K. (2014). The uses of cognitive training technologies in the treatment of autism spectrum disorders. Autism, 18(8), 851-871.
Wilkins, J., & Ratajczak, A. (2009). Developing students’ literacy skills using high-tech speech-generating augmentative and alternative communication devices. Intervention in School and Clinic, 44(3), 167-172.
Wisdom, J., White, N., Goldsmith, K., Bielavitz, S., Rees, A., & Charles, D. (2007). Systems limitations hamper integration of accessible information technology in northwest U.S. K-12 schools. Educational Technology & Society, 10(3), 222-232.
WΗO (2004). International Statistical Classification of Diseases and Related Health Problems. Geneva: World Health Organization.