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Top1. Introduction
The prevalence of children with autism, or what is more specifically referred to as Autism Spectrum Disorder (ASD) in eight-year olds in the U.S.A. is estimated to be as high as one in 88 children (Baio, 2012). In Thailand, where the study reported on in this paper was conducted, estimates for 2006 listed approximately 200,000 children with ASD (Ministry of Education, Thailand 2006). Children with ASD exhibit a range of symptoms related to “social development, communication, and repetitive behaviors” (Sansosti & Powell-Smith, 2008, p.162), facial expression and emotion recognition difficulties (Leggett et al., 2010; Silver & Oakes, 2001), impaired communication and social interaction combined with restricted and repetitive behavior (American Psychiatric Association, 2000), lack of empathy (Bernard-Opitz, Sriram, & Nakhoda-Sapuan, 2001), impaired discrimination between and detection of colors (Franklin, Sowden, Burley, Notman & Alder, 2008), and exceptional attention to detail as well as a preference for rule-based, structured information (Baron_Cohen, 2002). They may also exhibit behaviors that can be characterised as disruptive, inappropriate and even dangerous (Kientz et al., 2007). Children with ASD may also exhibit patterns of thinking that are rigid and that may result in difficulties adapting to new rules but that can also be remediated using highly-structured intervention models such as the TEACCH approach (Texas Statewide Leadership for Autism, 2009, p. 1). An important aspect of the TEACCH approach involves providing an ordered and structured setting for students (Mesibov, Shea, Schopler, 2004).
Anecdotal reports have suggested that computer use may help remediate some of the problems faced by children with ASD and their parents/guardians and caregivers. Ultimately, computers “can potentially lead to novel and more effective treatment strategies and enhance quality of life for people with ASD and their families” (Bölte, Golan, Goodwin, & Zwaigenbaum, 2010, p. 155). Children with ASD may be motivated by computer use (Sansosti, & Powell-Smith, 2008) and by sound and action (Calvert, 1999). Additionally, use of computers may improve social skills in these children (Bernard-Opitz et al., 2001). One advantage of use of computers may be related to the ability to create predictable, rule-based systems with repetitive patterns to which children with autism tend to be naturally drawn and which may be “soothing…because of their ‘need for sameness” (Leggett et al., 2010, p. 271). Another advantage may relate to the children’s preference for visual stimuli (Mineo, Ziegler, Gill, & Salkin, 2009, p. 172). As Mineo et al. (2009) observed, “… the very nature of electronic screen media renders them ideal for the delivery of information to this population” (p. 172). Additionally, computers and their software serve as patient tutors, provide responses linked contingently with students’ needs and can create “an intrinsically interesting learning environment that appeals to children with autism” (Moore & Calvert, 2000, p. 359). Computer-animated agents, for example, are like “perpetual teaching machine”, not only available 365 days of the year but never becoming angry, impatient bored or tired (Bosseler & Massaro, 2003, p.667). Children with ASD may also benefit from the freedom from social demands characteristic of computer-based environments (Silver & Oakes 2001).