scholarly journals Leveraging 3D Technology for Students with Autism: An innovative university-community collaboration for skill development and vocational exploration

2017 ◽  
Vol 10 ◽  
Author(s):  
Cheryl A Wright ◽  
Scott D Wright ◽  
Marissa L Diener ◽  
Deborah Rafferty ◽  
Allison Sampson
Keyword(s):  
Transition To Adulthood ◽  
Social Engagement ◽  
Skill Development ◽  
Critical Role ◽  
Autism Spectrum ◽  
Community Collaboration ◽  
3D Technology ◽  
Vocational Exploration ◽  
Students With Autism ◽  
University Community

This article describes a university-community collaboration in which an inter-professional team partnered to provide students with autism spectrum disorder (ASD) a paid job opportunity to apply 3D modelling skills for a local construction company. Providing meaningful vocational opportunities to improve the transition to adulthood for individuals with ASD is imperative, as individuals with ASD have unemployment rates that are some of the highest of all disabilities. This novel evidence-supported educational program was designed to develop 3D technology skills, explore vocational careers and promote social engagement through shared interests for transition-age youth with ASD. Both parents and students reported many successful outcomes, including increase in student self-confidence, social and technology skill development and the opportunity for vocational exploration by these young people. Implications of the case study are reported in relation to university-community partnerships and the critical role of community collaboration in addressing the high rates of unemployment in individuals with autism.

Incorporating Mobile Technology into Evidence-Based Practices for Students with Autism

2014 ◽  
pp. 35-52 ◽  
Author(s):  
Iva Strnadová ◽  
Therese M. Cumming ◽  
Cathi Draper Rodríguez
Keyword(s):  
Transition To Adulthood ◽  
Mobile Technology ◽  
Universal Design For Learning ◽  
Evidence Base ◽  
Autism Spectrum ◽  
Educational Practices ◽  
Evidence Based ◽  
Design For Learning ◽  
Students With Autism ◽  
Support Students

This chapter discusses how mobile technology can contribute to the quality of life of children with autism across their school years and through the transition to adulthood. Mobile technology has the potential to support students not just at school, but also across all environments in and throughout their lives. There are a number of educational practices and strategies that have been identified as having a strong evidence base to effectively support students with autism. The theoretical framework underpinning this chapter is the Universal Design for Learning (UDL), which prescribes that these practices be integrated into instruction from the outset to ensure equal access and participation of all students in the classroom. Case studies of students on the autism spectrum with diverse needs and during different stages of their lives (from the school years to the transition to adulthood) are used to demonstrate the benefits of incorporating mobile technology into evidence-based educational practices for people with autism.

University life with ASD: Faculty knowledge and student needs

Autism ◽  
2018 ◽  
Vol 23 (3) ◽  
pp. 726-736 ◽  
Author(s):  
Sasha M Zeedyk ◽  
Yasamine Bolourian ◽  
Jan Blacher
Keyword(s):  
Autism Spectrum Disorder ◽  
Transition To Adulthood ◽  
Survey Methodology ◽  
Autism Spectrum ◽  
Faculty Members ◽  
Spectrum Disorder ◽  
Pedagogical Practices ◽  
Faculty Knowledge ◽  
University Life ◽  
Students With Autism

Increasingly, young adults with autism spectrum disorder are attending 4-year universities. The transition to adulthood can be challenging for these students, and university life poses its own set of demands. The present article takes a mixed-methods approach by including two studies utilizing complementary methodologies. Through in-depth interviews with students with autism spectrum disorder ( n = 13) and college professors ( n = 18), the purpose of the first study was to evaluate the experiences and needs of college students with autism spectrum disorder and identify the knowledge that faculty members possessed about working with these students. Through survey methodology with a larger sample of faculty members ( n = 132), the purpose of the second study was to obtain more information about faculty knowledge of autism spectrum disorder, and to learn whether their pedagogical practices accommodated students with autism spectrum disorder. Findings revealed that autism is often an “invisible” disability on campuses, and there are many things that professors need to know with regard to working with these students in particular. Implications for practice are discussed.

Incorporating Mobile Technology into Evidence-Based Practices for Students with Autism

2016 ◽  
pp. 1069-1087
Author(s):  
Iva Strnadová ◽  
Therese M. Cumming ◽  
Cathi Draper Rodríguez
Keyword(s):  
Transition To Adulthood ◽  
Mobile Technology ◽  
Universal Design For Learning ◽  
Evidence Base ◽  
Autism Spectrum ◽  
Educational Practices ◽  
Evidence Based ◽  
Design For Learning ◽  
Students With Autism ◽  
Support Students

This chapter discusses how mobile technology can contribute to the quality of life of children with autism across their school years and through the transition to adulthood. Mobile technology has the potential to support students not just at school, but also across all environments in and throughout their lives. There are a number of educational practices and strategies that have been identified as having a strong evidence base to effectively support students with autism. The theoretical framework underpinning this chapter is the Universal Design for Learning (UDL), which prescribes that these practices be integrated into instruction from the outset to ensure equal access and participation of all students in the classroom. Case studies of students on the autism spectrum with diverse needs and during different stages of their lives (from the school years to the transition to adulthood) are used to demonstrate the benefits of incorporating mobile technology into evidence-based educational practices for people with autism.

Customer Service Skill Development for Students With Autism Spectrum Disorder Using Video Modeling

2018 ◽  
Vol 42 (4) ◽  
pp. 246-252 ◽  
Author(s):  
Leslie Ann Bross ◽  
Thomas L. Zane ◽  
Ryan O. Kellems
Keyword(s):  
Autism Spectrum Disorder ◽  
Secondary Students ◽  
Customer Service ◽  
Video Modeling ◽  
Skill Development ◽  
Employment Outcomes ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Evidence Based ◽  
Students With Autism

Preparing secondary students with autism spectrum disorder (ASD) for a variety of potential professions is important to enhance their postsecondary employment outcomes. This article provides step-by-step guidelines for practitioners to use video modeling interventions to develop the customer service skills of students with ASD who are employed or participating in employment experiences in their communities. Video modeling is an evidence-based practice for learners with ASD that can be used as a viable workplace support.

A Creative 3D Design Programme: Building on Interests and Social Engagement for Students with Autism Spectrum Disorder (ASD)

2015 ◽  
Vol 63 (2) ◽  
pp. 181-200 ◽  
Author(s):  
Marissa L. Diener ◽  
Cheryl A. Wright ◽  
Louise Dunn ◽  
Scott D. Wright ◽  
Laura Linnell Anderson ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Social Engagement ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
3D Design ◽  
Students With Autism

The Role of the SLP in Autism Spectrum Disorder Screening and Assessment

2008 ◽  
Vol 15 (2) ◽  
pp. 50-59 ◽  
Author(s):  
Amy Philofsky
Keyword(s):  
Language Development ◽  
Critical Role ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Children With Asd ◽  
Prevalence Estimates ◽  
Notable Increase ◽  
Screening Assessment ◽  
Critical Components

AbstractRecent prevalence estimates for autism have been alarming as a function of the notable increase. Speech-language pathologists play a critical role in screening, assessment and intervention for children with autism. This article reviews signs that may be indicative of autism at different stages of language development, and discusses the importance of several psychometric properties—sensitivity and specificity—in utilizing screening measures for children with autism. Critical components of assessment for children with autism are reviewed. This article concludes with examples of intervention targets for children with ASD at various levels of language development.

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