Potential of Human Tracking in Assistive Technologies for Children with Cognitive Disabilities

The development of human tracking systems has had a significant influence over the evolution of Assistive Technologies for aiding children with cognitive disabilities. Techniques that range from radio frequency, Inertial Measurement Units, and Electroencephalography to the Global Positioning System and depth-based vision systems have provided tools for researchers to incorporate indoor and outdoor localization, motion and activity tracking as well as well-being monitoring into their projects. This chapter aims to introduce the latest human tracking options to consider for implementation of future Assistive Technology projects. Some example research work is discussed with emphasis on how human tracking systems can help in gathering the right data. The chapter concludes with a discussion of a proposed hybrid vision-based system for assisting in full-time supervision of children with cognitive disabilities, utilizing the chapter's central theme of sensor fusion application.

Assessing the Functions of Behavior for Students with Autism in the Inclusive Classroom Environment

Over the last decade, there has been a significant increase in the identification of students with Autism. According to research and the laws that guide Special Education, inclusive settings benefit both students with and without disabilities. However, teaching students with Autism in inclusive settings can bring about challenges, as teachers are responsible to effectively manage academic and social behaviors. Years of research support the evidence that behaviors do not occur in isolation and behaviors serve a function, even those that are deemed as socially maladaptive. Today's classroom teachers need the tools necessary to identify the function of the student behavior so that appropriate strategies can be applied. Based on the evidence, these strategies can be used to target and transform socially significant behaviors required for successful inclusion and optimized independence.

The Social Experiences of College Students on the Autism Spectrum

As children on the autism spectrum age out of the K-12 system, many will go on to attend college. Often, they are intellectually capable and academically prepared for the college curriculum, but struggle when faced with the new social challenges posed by their new school setting and young adulthood in general. This book chapter offers information about the social experiences of college students with ASD, gleaned from a qualitative, phenomenological study using semi-structured interviews with college students on the spectrum. The results offer insights that are interesting and informative for prospective and current college students and their parents, educators at the high school and college level, and college staff working with students with ASD. Results of the study revealed some common themes, such as: the participants reported feeling socially accepted at college and have made friendships, college has had a positive impact on self-esteem; use of individual counseling and ASD support groups improve socialization.

The Use of iPad® Devices and “Apps” for ASD Students in Special Education and Speech Therapy

This chapter presents an examination of the various uses of iPads and applications (“apps”) for students with Autism Spectrum Disorder (ASD) in special education and speech therapy settings. Although many individuals view these technologies as less academic and as more entertainment or “busy tasks,” if appropriately vetted, and with proper training, they can serve a significant purpose in the lives of individuals with ASD. Using this technology in educational and therapeutic environments can further extend the often static approach to education and therapy treatments to a more fluid and flexible approach meeting the varied and individualized needs of students with ASD.

Technological Tools and Interventions to Enhance Learning in Children with Autism

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.

Remediation and Assistive Technologies for Communication Deficits in Autism Spectrum Disorders

This chapter surveys and critiques the existing and emerging remediation technologies and assistive technologies targeted at verbal communication deficits in individuals with autism spectrum disorders. Focusing on deficits in grammar/syntax and pragmatics (language use), we examine remediation technologies that teach sentence-level comprehension, sentence-level production, and productive pragmatics. We then examine assistive technologies for sentence-level production and productive pragmatics. Throughout, we explore pedagogical strategies, questions of efficacy, and what to look out for in selecting technologies. We conclude with a discussion of the importance of ensuring that the goals of assistive technologies complement rather than undermine the goals of remediation technologies.

Assistive Technology-Based Programs to Support Adaptive Behaviors by Children with Autism Spectrum Disorders

This chapter provides readers with an overview regarding empirical evidences available in the literature within the last decade (i.e., 2005-2015) concerning the use of assistive technology for children with autism spectrum disorders. According to the including and excluding criteria, 36 studies were retained and grouped in four main categories, namely: (a) communication skills, (b) adaptive and/or social skills, (c) life skills, and (d) challenge behaviors. The first aim of the chapter was to outline strengths and weaknesses of the aforementioned studies. The second objective of the chapter was to emphasize practical applications of assistive technology-based programs. Finally, the third purpose was to discuss the findings pointing out some useful guidelines for future research. Results were fairly positive, although some failures occurred. Clinical, educational, psychological and rehabilitative implications were also discussed.

Handmade Content and School Activities for Autistic Children with Expressive Language Disabilities

Original teaching materials with dot codes, which can be linked to multimedia such as audio, movies, Web pages, html files, and PowerPoint files were created for use with autistic children with intellectual and expressive language disabilities. A maximum of four audio recordings can be linked to one dot code icon. One of the authors (S. I.) also created “Post-it” icons, on which dot codes were printed, and shared these with teachers of children with Autism Spectrum Disorders (ASD). As part of this project, many activities using dot code materials were successfully conducted at special needs and general schools. Basic information on the creation of these materials and their use in schools are presented in this paper.

Transition to Gainful Employment of High School Students with ASD

The following action research study is focused on the effectiveness of the transition to work programs for students with a diagnosis of autism. The research was conducted in a middle-sized school district in Southern California. The study identified graduates from high school who were part of the transition work programs before receiving their certificate of completion or high school diploma. The objective of the study was to establish if the students were employed and to determine the effectiveness of the transition to work program. This qualitative study used surveys and interviews of the graduate students, the students' parents or legal guardians, and the students' previous employers. The researcher obtained information about the effectiveness of the transition work program in relation to the specific training provided by the program in the areas of social skills, knowledge of expectations, sequencing steps of a task and carryout steps until completion, and the ability to ask question when needed.

Educational Leadership and Integrated Support for Students with Autism Spectrum Disorders

This chapter addresses the integrated approach to the support of children diagnosed with Autism Spectrum Disorders (ASD). In this context we, first, discuss the legislative background, providing legal basis for autism support in an educational environment. We further briefly outline psychological and neurological aspects of ASD diagnostics. We consider how legislative and psychological issues impact special education methods and instructional technology support for ASD. The technology tools addressed include mobile devices and applications, virtual reality, and robotics. The chapter concludes with a report on the development of college-level course in instructional technology for technology facilitators and special education teachers working with ASD students. Considering that systematic research in the instructional use of affordable robotics is still lacking, the case study focuses primarily on the instructional use of popular LEGO robots. The holistic approach to ASD support, combining educational leadership, counseling, special education methods and technological factors, is emphasized throughout the chapter.