A Retrospective Analysis of Technology Use Patterns of Students with Autism over a Five-Year Period

2000 ◽  
Vol 15 (3) ◽  
pp. 5-16 ◽  
Author(s):  
Pat Mirenda ◽  
Diana Wilk ◽  
Paul Carson
Keyword(s):  
Technology Use ◽  
Provincial Government ◽  
Annual Reports ◽  
Positive Outcomes ◽  
Communication Aids ◽  
Use Patterns ◽  
Expressive Communication ◽  
Voice Output Communication Aids ◽  
Students With Autism ◽  
Government Initiative

Since 1993, students with autism in British Columbia schools have received technology supports through a provincial government initiative. This retrospective, exploratory study involved a file review of students with autism who participated in this initiative over a five-year period. The following questions were addressed. Who were the students with autism to whom technology was provided? What type(s) of technology did they receive? What were the profiles of students who received specific types of technology? For which educational goal areas was technology used? How successful was it? Results suggested that the majority of students received technology for educational participation while a smaller number received voice output communication aids; some students received both types of technology. The primary goals for which technology was used were related to writing, expressive communication, and social interaction. When numerical “success scores” were assigned to teachers' annual reports of the outcomes of technology use, 60% of the students were assigned scores suggesting successful or very successful use, and only 12% were scored as having little or no success. Success scores did not appear to be related to students' cognitive ability, but students who received technology at a young age appeared to experience more success than those who received it as adolescents. The preliminary results are discussed in terms of the potential for positive outcomes of technology use by students with autism and the need for additional research in this area.

Toward Functional Augmentative and Alternative Communication for Students With Autism

2003 ◽  
Vol 34 (3) ◽  
pp. 203-216 ◽  
Author(s):  
Pat Mirenda
Keyword(s):  
Augmentative And Alternative Communication ◽  
Future Research ◽  
Communication Aids ◽  
Alternative Communication ◽  
Expressive Communication ◽  
Alternative Method ◽  
Voice Output Communication Aids ◽  
Students With Autism ◽  
Voice Output

Many individuals with autism are candidates for augmentative and alternative communication (AAC) systems, either to supplement (i.e., augment) their existing speech or to act as their primary (i.e., alternative) method of expressive communication. The purpose of this article is to summarize research and directions for future research with regard to two questions related to the delivery of AAC supports to these individuals: (a) What AAC modality is preferable to use? and (b) What do we know about the use of voice output communication aids with people with autism?

scholarly journals How Involved Should They Be? Students with ASD in Postsecondary Settings and Their Family Members

2018 ◽  
Author(s):  
Bryan Dallas ◽  
Julie Ramisch ◽  
Alyssa Ashmore
Keyword(s):  
Family Member ◽  
Family Members ◽  
Autism Spectrum ◽  
Postsecondary Students ◽  
Positive Outcomes ◽  
Mixed Methods Approach ◽  
Disability Support ◽  
Students With Autism ◽  
Family Member Involvement ◽  
Member Involvement

We investigated the need for family member involvement for students with Autism Spectrum Disorder (ASD) in postsecondary settings. We also looked at the perceived needed and fulfilled roles of family members and if family member involvement resulted in positive outcomes for postsecondary students with ASD. We surveyed 211 postsecondary Disability Support Professionals (DSPs) through the AHEAD organization. Using a mixed methods approach including inductive content analysis, results primarily indicated that there is a need for family members to be involved non-academically with students with ASD. We discuss roles that DSPs think family members should fulfill versus roles that DSPs think that family members are actually fulfilling. It is apparent that DSPs think family member involvement is important but must be balanced with increasing the independence of students with ASD while enrolled in school.

scholarly journals The Arab digital generation’s engagement with technology: The case of high school students in the UAE

2020 ◽  
Vol 10 (1) ◽  
pp. 159
Author(s):  
Sara Alaleeli ◽  
Ahmed Alnajjar
Keyword(s):  
High School ◽  
High School Students ◽  
Technology Use ◽  
School Students ◽  
Generational Change ◽  
Digital Revolution ◽  
Use Patterns ◽  
Digital Devices ◽  
Positive Engagement ◽  
Senior High School Students

This paper investigated the extent to which senior high school students who typified the profile of the Arab Digital Generation (ADG) engaged with technology while outside the school. Data was collected using a questionnaire that measured the extent of the students’ engagement with digital technologies and their perceived media literacy. The results showed that the students had a lower frequency of engagement with digital devices for advanced purposes. Moreover, the results on the ADG and their media use patterns reflect an age characterized the generational change of technological practices and the dynamic stream of technological innovation that has occurred during the digital revolution. Given technology’s established position in the lives of the ADG, knowledge on the extent of technology use and the potential social and psychological implications of plasticity can and should be harnessed to stimulate greater positive engagement of the students in a digital economy and by extension, the entirety of the UAE society.

scholarly journals Technology Use Patterns Among Patients Enrolled in Inpatient Detoxification Treatment

2019 ◽  
Vol 13 (4) ◽  
pp. 279-286 ◽  
Author(s):  
Babak Tofighi ◽  
Noelle Leonard ◽  
Peter Greco ◽  
Aboozar Hadavand ◽  
Michelle C. Acosta ◽  
...  
Keyword(s):  
Technology Use ◽  
Use Patterns

scholarly journals POLICING POWERS, POLITICS, PRAGMATISM AND THE PROVINCES: Revitalising policing oversight in the Western Cape

2016 ◽  
Author(s):  
David Bruce
Keyword(s):  
Community Policing ◽  
Provincial Government ◽  
Community Safety ◽  
Western Cape ◽  
Police Service ◽  
Political Interference ◽  
Draft Bill ◽  
Government Initiative ◽  
The Relationship

The draft Western Cape Community Safety Bill, introduced in the provincial legislature in February 2012, is part of a broader provincial government initiative to tackle issues of safety in the province. The Bill sets out to concretise the powers allocated to provincial governments by the Constitution. Specific provisions reflect the wish to give effect to Section 206(1) of the Constitution in terms of which provinces are to be consulted in the formulation of national policing policy. But the main focus of the Bill is on provincial policing oversight powers. In line with the Civilian Secretariat for Police Service Act, the Bill aims to formalise the role of the provincial Department of Community Safety as distinct from the provincial secretariat. The Bill provides for inspections to be carried out at police stations by Community Policing Forums (CPF). This aspect of the initiative has the potential to redefine the relationship between CPFs and the police. It is also envisaged that a provincial ombud’s office will be created, in line with provisions of the Constitution, authorising provinces to investigate complaints against police. The Bill is of interest as it provides a model for fuller engagement by provincial governments in policing matters. At the same time the introduction of the draft Bill raises questions about potential political interference that the Bill does not address.

Voice Output Communication Aids

2013 ◽  
pp. 3338-3341
Author(s):  
Paul A. Offit ◽  
Anne Snow ◽  
Thomas Fernandez ◽  
Laurie Cardona ◽  
Elena L. Grigorenko ◽  
...  
Keyword(s):  
Communication Aids ◽  
Voice Output Communication Aids ◽  
Voice Output

The moderating effect of technology overload on the ability of online learning to meet students' basic psychological needs

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Tabitha L. James ◽  
Jie Zhang ◽  
Han Li ◽  
Jennifer L. Ziegelmayer ◽  
Eduardo David Villacis-Calderon
Keyword(s):  
Online Learning ◽  
Technology Use ◽  
Online Survey ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Positive Outcomes ◽  
Remote Work ◽  
Information And Communications Technologies ◽  
Content Type ◽  
Personal Performance

PurposeMost students are considered digital natives and are presumably equipped to handle extensive technology use. However, online learning turns students into involuntary telecommuters when it is the primary modality. The prevailing trends of online learning, digital socialization, telehealth and other online services, combined with remote work has increased students' reliance on information and communications technologies (ICTs) for all purposes, which may be overwhelming. We examine how technology overload strains the ability of online learning to meet students' basic psychological needs (BPNs), which can decrease positive outcomes such as academic enjoyment and personal performance.Design/methodology/approachData was collected via an online survey of 542 university students and the proposed model was tested using partial least squares (PLS) regression.FindingsWe find that technology overload can diminish the positive relationship between online learning intensity and BPNs satisfaction, which is alarming because BPNs satisfaction is critical to students' positive experiences. Moreover, we find that technology overload and lack of technology experience can directly drive BPNs frustration, which decreases positive outcomes and increases academic anxiety.Originality/valueWe extend a theoretical framework for telecommuting to examine online learning. Additionally, we consider the role of technology overload and experience both as drivers and as moderators of students' BPNs satisfaction and frustration in online learning. Our results provide valuable insights that can inform efforts to rebalance the deployment of ICTs to facilitate online educational experiences.

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