2. Autism & Technology: How Can Technology Support the Communication Skills of a Student with Autism?

3. What is Autism? Autism is a complex developmental disability that affects an individual in the areas of social interaction and communication. Autism is a spectrum disorder that affects each individual differently and to varying degrees of severity (Autism Society of America).

4. Statistics According to the Center for Disease Control and Prevention (2003), autism is the most common of the Pervasive Developmental Disorders, affecting an estimated 1 in 250 births. Based on statistics from the U.S. Department of Education and other governmental agencies, autism is growing at a rate of 10-17 percent per year.

5. Background  Practicum Experience  Elementary School in Alachua County  Partnership  Lower Elementary Grade

7. My Wondering…  That evening, I went home and began to think about Drew. I began to wonder if there was some way in which technology could help him in the classroom.  I noticed that Drew really seemed to “come alive” on the computer and this fascinated me. Still, I did not know a lot about Drew and how technology could help him.

8.  Drew, I found out, has a desire to communicate and tries to share his ideas during morning meeting but often fails to send a clear message. Drew often lets out a mumble and says short phrases.  This is when I realized I wanted to help Drew and learn about ways in which technology can help him communicate his ideas, thoughts, and feelings.

9. My Final Wondering How can technology enhance the academic and social communication skills of a student with autism?

10. Data Collection  Audio Tape Reflections  Informal Interviews  Formal Interview  Outside Research  Work Samples

11. Data Analysis

12. Findings 1. Computers Increase Independence and Engagement

13. Findings 2. Repetition and Modeling Is Key to the Growth of Social Skills

14. Findings 3. Computers Enhance Talking and Overall Quality of Verbalization (Socially and Academically)

15. I have a cat.

16. I bought him at the animal store.

17. I got a dog and a bunny too.

18. I like to play with them.

19. They are nice.

25. Findings 4. Computers Provide Motivation

26. Findings 5. Computers Aid in a Predictable Environment

27. Findings 6. Typing Encourages Communication; Handwriting May Inhibit It

29. Findings  Motivating, Engaging,  Improved his Social Skills (Video)  Enthusiastic  Improved Speech & Story Telling Skills  Increased independence  All findings support each other

30. Conclusions  The ability to customize computer-based instruction for a particular student, to reinforce certain behaviors, or to provide controlled practice on a skill is limited only the educator’s imaginations (Higgins, 1996).  When creating activities that involve technology, it is extremely important for them to be based on individual needs of student.

31. Conclusions Continued.  Supplement instruction, don’t replace it.  1/3 of children with autism will learn to be independent (Interview Notes, April 3, 2005).  Technology is a medium for students with autism that allows them to express themselves

32. Future Wonderings  When is taking a child with autism to a computer not as effective as working one-on- one with a teacher?  How can I encourage aides and teachers (who may have little background in computers) to experiment with and develop simple, yet effective computer-related activities for students with autism?

33. Contact Me! Meghan Gallagher Meghan722@yahoo.com