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Technology and the Treatment of Children with Autism Spectrum Disorder - Teresa A. Cardon

Year 2016


Chapter 1 An IntroductionReferencesChapter 2 AAC for Individuals with Autism Spectrum Disorder: Assessment and Establishing Treatment GoalsIntroductionAAC: Defining AAC: Implications for the Application of AAC to the ASD PopulationTypes of AAC: Unaided and AidedIntroduction of AAC: Transitioning from Lowto High-Tech AAC OptionsTypes of High-Tech AAC OptionsPrimary Areas to Address When Assessing for AAC and Education for the FamilyThe Evaluation Process and Tools for AssessmentAAC Tools and Technology Recently Developed to Support Communication for ASDInitial Treatment GoalsWhy AAC Often Fails or Becomes Minimally Supportive for CommunicationA New Era in ASD Intervention and Hope for the FutureReferencesChapter 3 The Use of Technology in the Treatment of AutismSo Why Is Technology Helpful in Treating Individuals with ASD?Technology-Assisted Intervention and Implementation (TAII)Visual SupportsVideo ModelingSocial NarrativesReinforcementDiscrete Trial TrainingSelf-managementSummaryReferencesChapter 4 Technology, Autism, and Occupational TherapyUniversal DesignCognition/Executive FunctioningSensory Issues and TechnologyCommunicationAcademicsWork Skill AcquisitionBehaviorResourcesReferencesChapter 5 Collaborative Teaming: OT and SLP Co-treatment of Autism Spectrum DisorderSocial Skills and PragmaticsTreatment Session ExampleSocial Benefits of Groups and/or Co-treatmentReduce MaterialsData CollectionSensory Ideas for Co-treatmentOrganizationSpacesModulation and ArousalSensory DefensivenessOral and Verbal PraxisConclusionReferencesChapter 6 Supporting the Writing Skills of Individuals with Autism Spectrum Disorder Through Assistive TechnologiesCharacteristics of ASD that Impact Written ExpressionHandwriting StrategiesSensory AT Feature AccommodationsPostural/Motor AT Feature AccommodationsVisual Motor at Feature AccommodationsWriting Speed and Legibility AT Feature AccommodationPrewriting StrategiesStrategies to Support Writing ConventionsSpelling AT Feature AccommodationsGrammar AT Feature AccommodationsSummaryReferencesChapter 7 Using Visual Organizers and Technology: Supporting Executive Function, Abstract Language Comprehension, and Social LearningExecutive FunctionImportance of Executive Function in the ClassroomUsing Visual Strengths to Support Academic SuccessUsing Technology to Support Visual Learning StrengthsSupporting Academics Through TechnologyCommon Core State Standards (CCSS)LiteracySupporting Executive Function Through TechnologyVisual SchedulesVisual/Graphic OrganizersChecklistsVisualizing Tasks (Visual Checklists)Managing TimeOrganizing Materials and TasksSupporting Social and Communication Skills for Learning Through TechnologySocial Stories and Social ScriptsConclusionReferencesChapter 8 Do as I'm Doing: Video Modeling and AutismHistory of Video ModelingTheoretical Support for Video ModelingParameters of Video Modeling and AutismVideo Modeling ImplementationReferencesChapter 9 Tapping into Technical Talent: Using Technology to Facilitate Personal, Social, and Vocational Skills in Youth with Autism Spectrum Disorder (ASD)The Role of Technology and Positive Development for Youth with ASDNeuroVersity ProgramWhat Is NeuroVersity?What Makes NeuroVersity Different?Research Results with NeuroVersity ProgramChallenges Faced by ProgramFuture DirectionsReferencesChapter 10 Evidence-Based Instruction for Students with Autism Spectrum Disorder: TeachTown BasicsIntroductionLearners with Autism Spectrum DisorderEvidence-Based PracticesTechnology-Aided Instruction and Intervention (TAII)Discrete Trial Training (DTT)Pivotal Response Training (PRT)TeachTown Basics: An Exemplar Program that Is Informed by Evidence-Based PracticesTeachTown Basics: An OverviewGeneralization LessonsTeachTown in PracticeStudent Generated DataStudent OneStudent TwoStudent ThreeSchool-Level Generated DataEmerging Research DataConclusionReferencesChapter 11 Mobile Technology as a Prosthesis: Using Mobile Technology to Support Community Engagement and IndependenceTechnology as a Teaching ToolTechnology as ProsthesisCommunicationSelf-managementSelf-instructionChallengesTechnology on the HorizonConclusionsReferencesChapter 12 An Insider's Look at Technology and AutismChapter 13 A Look ForwardAppsWearablesRobotsReferences
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