Technological Tools and Interventions to Enhance Learning in Children with Autism

Technological Tools and Interventions to Enhance Learning in Children with Autism

Anurag Sharma, Arun Khosla, Mamta Khosla, Yogeswara Rao M.
DOI: 10.4018/978-1-5225-0816-8.ch011
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Recent years have witnessed an alarming rise in the number of children diagnosed with Autism Spectrum Disorder (ASD). These children have special needs and hence require different kind of learning mechanisms as well as access to technological interventions that offer extra means of building links for an individual. This heightened focus includes services and interventions combined with technological advances that redefine how support and instruction can be provided. This chapter presents an overview of emerging technology tools such as Virtual Environment (VE)/Collaborative Virtual Environment (CVE), therapeutic robots, language tools, multimedia handheld devices, floor/table top projectors along with different interventions that have been used to enhance different learning skills in children with ASD.
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2. Different Technological Tools To Enhance Learning Skills In Children With Asd

This section presents a brief description of various technological tools that have been used to enhance learning skills of the children with ASD. Most popular of them are VE, robots, language software, mobile devices and apps, floor/table projectors etc. Boser I.K. et al. (2013) reviewed some technological tools available for teaching of autistic students. This chapter provides a comprehensive survey of technological tools with the objective of addressing several autism impairments. Also, the effectiveness of these tools has been discussed based on research findings available in the literature.

VE can simulate a virtual world that is interactive, customized and safe. It offers the prospective for users to discover social situations and understand different behavior responses for a range of simulated social interactions. It has been seen that VEs are particularly useful for children with ASD and may provide the most suitable method for social skills training (Yogeswara et al., 2013). In spite of huge potential of VE, this environment has not been widely adopted into the learning centers.

Robotic technology has been revealed to be appealing to children with ASD (Esubalew et al., 2013). Robots are easy to interact with than humans, can reiterate games with infinite patience and can also record the information for further study and that is changing the way ASD children learn new skills. The robots could be used to sense different conditions under which some social prompts would need to be shared. These can be programmed accordingly and allow children to interact steadily in a customized environment.

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