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J Autism Dev Disord. 2015 Dec;45(12):3805-19. doi: 10.1007/s10803-014-2320-6.

Technology-Aided Interventions and Instruction for Adolescents with Autism Spectrum Disorder.

Author information

1
Center on Secondary Education for Students with ASD, Chapel Hill, NC, USA. slodom@unc.edu.
2
Frank Porter Graham Child Development Institute, University of North Carolina at Chapel Hill, 105 Smith Level Road, CB 8180, Chapel Hill, NC, 27599-8180, USA. slodom@unc.edu.
3
Counseling, Education, Psychology, & Special Education, Michigan State University, Erikson Hall, Rm 344, East Lansing, MI, 48824, USA. thom1281@msu.edu.
4
Frank Porter Graham Child Development Institute, University of North Carolina at Chapel Hill, CB 8040, Chapel Hill, NC, 27599-8040, USA. hedges@live.unc.edu.
5
Division of Occupational Sciences, Department of Allied Health, University of North Carolina at Chapel Hill, CB 8040, Chapel Hill, NC, 27599-8040, USA. brian_boyd@med.unc.edu.
6
Frank Porter Graham Child Development Institute, University of North Carolina at Chapel Hill, CB 8040, Chapel Hill, NC, 27599-8040, USA. jessica.dykstra@unc.edu.
7
Frank Porter Graham Child Development Institute, University of North Carolina at Chapel Hill, Campus Box 8185, Chapel Hill, NC, 27599-8185, USA. duda@unc.edu.
8
Waismann Center, University of Wisconsin, Madison, WI, USA. szidon@waisman.wisc.edu.
9
Waismann Center, University of Wisconsin, Madison, WI, USA. lsmith@waisman.wisc.edu.
10
UC Davis MIND Institute, 2825 50th Street, Sacramento, CA, 95817, USA. aimee.bord@ucdmc.ucdavis.edu.

Abstract

The use of technology in intervention and instruction for adolescents with autism spectrum disorder (ASD) is increasing at a striking rate. The purpose of this paper is to examine the research literature underlying the use of technology in interventions and instruction for high school students with ASD. In this paper, authors propose a theoretical and conceptual framework for examining the use of technology by and for adolescents with ASD in school, home, and community settings. This framework is then used to describe the research literature on efficacy of intervention and instruction that utilizes technology. A review of the literature from 1990 to the end of 2013 identified 30 studies that documented efficacy of different forms of technology and their impact on academics, adaptive behavior, challenging behavior, communication, independence, social competence, and vocational skills.

KEYWORDS:

Adolescents; Autism spectrum disorder; Natural settings; Technology

PMID:
25468409
DOI:
10.1007/s10803-014-2320-6
[Indexed for MEDLINE]

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