BBC Documentary My Autism and Me
Center for Autism Research and Treatment
Are computers useful in the education of an autistic child?
Yes, computers are a useful adjunct to any educational program for autistic children, whether school based or home based. Computers can be an ideal environment for promoting communication, social development, creativity, and playfulness for individuals even at the extreme of the autistic spectrum. Well-designed computer software is interesting, responsive, interactive, and presented in more than one mode (i.e., visual and auditory). Beyond this, computers have other attributes that make them ideal tools for autistic children.
Computers are consistent. A computer running appropriate software is consistent in its responses, more so than any parent or teacher could ever hope to be.
Further, if the computer is functioning well, it will deliver no unwanted surprises to the child.
Computers are “patient.” Computer programs, unlike parents or teachers, do not chafe with repeated demands of the autistic child. They will happily answer the same question a hundred times or tell the same story a thousand times.
Computers are nonjudgmental. Children can make errors safely within the context of the programs and are not subject to the admonishments or uncomfortable redirection of teachers or parents.
Computers are safe. A properly supervised child will neither be harmed nor frightened by the computer.
Computers are empowering. Experience has shown that many children with autism like to use the computer because it is a safe, structured, predictable environment.
The child has complete control over the computer and the environment created on the computer screen. Autistic children seldom feel in control of their environment and working with a computer can allow them to experience this positive and calming sensation.
Computers can accommodate a child’s communication style. Communication deficits are a hallmark of autism. Computers allow the autistic child to interact with the software program through several nonverbal modalities including the key-board, mouse, and touch-screen. For children with physical disabilities, computers can be equipped with voice recognition software such that the computer responds to a limited number of voice commands or equipment that responds to visual gaze or chin stick.
Computers are fun and instructive. Autistic children, like typical children, enjoy using the computer. Programs that might be viewed as “games” are used as tools for learning sequence, cause and effect, and manipulation of environment. Good software programs incorporate music, color, and loveable characters to tell stories, identify shapes, or teach math and vocabulary. The children’s attraction to the computer is often strong enough that teachers can use educational software programs in the classroom as a reward for good behavior.
William’s comment:
Hardware: A basic computer system should include enough computer memory and processing speed to operate the software you purchase for your child. It should also have a monitor, keyboard, mouse, and speakers. Although laptop computers offer the advantage of portability and easy storage, they are also easily, lost, dropped, or broken. A desktop computer is larger, but is easier to secure on a flat surface. In addition, its sensitive parts, such as the central processing unit, can be placed on the floor while the monitor and keyboard can be placed on a desk or table. This decreases the chance of the computer being dropped and damaged. If you are planning to purchase a computer for your child, first discuss your child’s needs with the computer salesperson or consultant before purchasing the computer.
This will prevent you from purchasing either a computer system that is inadequate to your needs or one that is overequipped or overly expensive. We just ordered a children’s mouse that is less sensitive and easier to manage for his little hands.
Software: The type of software your child should use depends upon what goal you have for your child. Some software programs have been designed for typical children and some have been designed specifically for autistic children. They are designed to elicit math and language development, cognitive development, or just for play. Generally, any software can be used if a child shows interest. Some Web sites of organizations that focus on autism will list software titles that have been used successfully with children with autism. Some attributes that a parent should look for in the software program include:
The program is easy to install and use for both parents and children.
The program is designed to teach concepts as well as facts. For example, fire is dangerous rather than “you shouldn’t touch matches.”
Programs help teach self-awareness, a concept difficult for children with autism.
The software is developed to work for children with few receptive language skills.
Programs demonstrate and encourage appropriate behavior for children with autism (for example, no hitting, no wandering, and wash your hands after using the bathroom).
Generally, any software can be used if a child shows an interest in it. Software designed specifically for autistic children may not be necessary for your child. Some places to look for educational software include:
Laureate Learning Systems: A catalogue of educational tools, books, flashcards, and computer programs; www.laureatefamily.com
Diff Roads to Learning: A resource for educational ABA materials for children with autism; www.difflearn.com
Help for Asperger’s Kids: An activity book that teaches critical social skills; www.InstantHelpBooks.com
Autism and Computing: A not-for-profit group, its aim is to explore ways of minimizing the effects of autism; www.autismandcomputing.org.uk/index.en.html
Computhera: Offers a seven-step gradual discrete approach for teaching reading to autistic children; www.computhera.com
As an autistic child reaches the late teens, their entitlement to public education ends, as does the security of federally mandated services. For many autistic children, this is a time of transition from school life to adult life, making it one of the most challenging times for individuals with autism and their families. It is a time to address questions about continued education, vocational training, and employability. For students with disabilities, these choices are more difficult to make and require a great deal of planning.
Despite the difficulty associated with this planning, the issues surrounding this transition period should not come as a surprise to most parents with autistic children. They will have been planning for this transition for 4 or more years. While entitlement to public education ends at 18, federal law (IDEA) requires that transition planning begin at 14, becoming a formal part of the student’s IEP. Transition planning should involve the student, parents, and members of the IEP team who work together to help the individual make decisions about their path.
Transition services are provided by the local public school or educational provider. They are intended to prepare students to make the transition from the world of the student to the world of adulthood. The IEP team reviews all of the child’s evaluations to gain insight into their abilities, assets, and interests before they can determine what types of transition services a student needs. They must consider the appropriateness of the child for such areas such as continued academic education, vocational training, employment, independent living, and community participation.
Transition services are a coordinated set of activities that are based on the student’s needs and that take into account their preferences and interests. Transition services can include instruction, community experiences, the development of employment and other postschool adult living objectives, and (if appropriate) the acquisition of daily living skills and functional vocational assessment. The transition team is not just composed of members of the special education team. The studentand family is expected to take an active role in the planning.
Term:
Transition services – A coordinated set of activities that promote movement from school to postschool education, vocational training, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation. Transition goals are determined by the IEP team beginning at age 14 and are based on student and family vision, preferences, and interests.
Any software can be used if a child shows an interest in it.
(51) Autism
Are computers useful in the education of an autistic child?
Yes, computers are a useful adjunct to any educational program for autistic children, whether school based or home based. Computers can be an ideal environment for promoting communication, social development, creativity, and playfulness for individuals even at the extreme of the autistic spectrum. Well-designed computer software is interesting, responsive, interactive, and presented in more than one mode (i.e., visual and auditory). Beyond this, computers have other attributes that make them ideal tools for autistic children.
These attributes include:
Computers are consistent. A computer running appropriate software is consistent in its responses, more so than any parent or teacher could ever hope to be.
Further, if the computer is functioning well, it will deliver no unwanted surprises to the child.
Computers are “patient.” Computer programs, unlike parents or teachers, do not chafe with repeated demands of the autistic child. They will happily answer the same question a hundred times or tell the same story a thousand times.
Computers are nonjudgmental. Children can make errors safely within the context of the programs and are not subject to the admonishments or uncomfortable redirection of teachers or parents.
Computers are safe. A properly supervised child will neither be harmed nor frightened by the computer.
Computers are empowering. Experience has shown that many children with autism like to use the computer because it is a safe, structured, predictable environment.
The child has complete control over the computer and the environment created on the computer screen. Autistic children seldom feel in control of their environment and working with a computer can allow them to experience this positive and calming sensation.
Computers can accommodate a child’s communication style. Communication deficits are a hallmark of autism. Computers allow the autistic child to interact with the software program through several nonverbal modalities including the key-board, mouse, and touch-screen. For children with physical disabilities, computers can be equipped with voice recognition software such that the computer responds to a limited number of voice commands or equipment that responds to visual gaze or chin stick.
Computers are fun and instructive. Autistic children, like typical children, enjoy using the computer. Programs that might be viewed as “games” are used as tools for learning sequence, cause and effect, and manipulation of environment. Good software programs incorporate music, color, and loveable characters to tell stories, identify shapes, or teach math and vocabulary. The children’s attraction to the computer is often strong enough that teachers can use educational software programs in the classroom as a reward for good behavior.
William’s comment:
Our child’s biggest challenge is his ability to socialize appropriately. Though it seems counterintuitive, we use video games to encourage socialization. Liam loves his video games, and so we use video games as a reward and reinforce for his therapy.When he makes eye contact, addresses others, or shares appropriately, he is allowed some time on his video game. It is our hope that in the future, it will be something that will serve as a common interest between him and his friends. Video games hopefully will give him a reason to want to interact with his peers.
What type of computer should an autistic child use?
Computers are machines that have both hardware and software. The hardware consists of those things that you can touch and feel, such as the monitor (or screen), the central processing unit, the keyboard, and the mouse. The software (also known as a computer program) is what makes the computer hardware operate. It is composed of the operating system as well as the games and other interactive learning tools.
Hardware: A basic computer system should include enough computer memory and processing speed to operate the software you purchase for your child. It should also have a monitor, keyboard, mouse, and speakers. Although laptop computers offer the advantage of portability and easy storage, they are also easily, lost, dropped, or broken. A desktop computer is larger, but is easier to secure on a flat surface. In addition, its sensitive parts, such as the central processing unit, can be placed on the floor while the monitor and keyboard can be placed on a desk or table. This decreases the chance of the computer being dropped and damaged. If you are planning to purchase a computer for your child, first discuss your child’s needs with the computer salesperson or consultant before purchasing the computer.
This will prevent you from purchasing either a computer system that is inadequate to your needs or one that is overequipped or overly expensive. We just ordered a children’s mouse that is less sensitive and easier to manage for his little hands.
Software: The type of software your child should use depends upon what goal you have for your child. Some software programs have been designed for typical children and some have been designed specifically for autistic children. They are designed to elicit math and language development, cognitive development, or just for play. Generally, any software can be used if a child shows interest. Some Web sites of organizations that focus on autism will list software titles that have been used successfully with children with autism. Some attributes that a parent should look for in the software program include:
The program is easy to install and use for both parents and children.
The program is designed to teach concepts as well as facts. For example, fire is dangerous rather than “you shouldn’t touch matches.”
Programs help teach self-awareness, a concept difficult for children with autism.
The software is developed to work for children with few receptive language skills.
Programs demonstrate and encourage appropriate behavior for children with autism (for example, no hitting, no wandering, and wash your hands after using the bathroom).
Generally, any software can be used if a child shows an interest in it. Software designed specifically for autistic children may not be necessary for your child. Some places to look for educational software include:
Laureate Learning Systems: A catalogue of educational tools, books, flashcards, and computer programs; www.laureatefamily.com
Diff Roads to Learning: A resource for educational ABA materials for children with autism; www.difflearn.com
Help for Asperger’s Kids: An activity book that teaches critical social skills; www.InstantHelpBooks.com
Autism and Computing: A not-for-profit group, its aim is to explore ways of minimizing the effects of autism; www.autismandcomputing.org.uk/index.en.html
Computhera: Offers a seven-step gradual discrete approach for teaching reading to autistic children; www.computhera.com
When discussing plans for my teenage son, I’ve heard the term “transition.”What does it mean?
As an autistic child reaches the late teens, their entitlement to public education ends, as does the security of federally mandated services. For many autistic children, this is a time of transition from school life to adult life, making it one of the most challenging times for individuals with autism and their families. It is a time to address questions about continued education, vocational training, and employability. For students with disabilities, these choices are more difficult to make and require a great deal of planning.
Despite the difficulty associated with this planning, the issues surrounding this transition period should not come as a surprise to most parents with autistic children. They will have been planning for this transition for 4 or more years. While entitlement to public education ends at 18, federal law (IDEA) requires that transition planning begin at 14, becoming a formal part of the student’s IEP. Transition planning should involve the student, parents, and members of the IEP team who work together to help the individual make decisions about their path.
Transition services are provided by the local public school or educational provider. They are intended to prepare students to make the transition from the world of the student to the world of adulthood. The IEP team reviews all of the child’s evaluations to gain insight into their abilities, assets, and interests before they can determine what types of transition services a student needs. They must consider the appropriateness of the child for such areas such as continued academic education, vocational training, employment, independent living, and community participation.
Transition services are a coordinated set of activities that are based on the student’s needs and that take into account their preferences and interests. Transition services can include instruction, community experiences, the development of employment and other postschool adult living objectives, and (if appropriate) the acquisition of daily living skills and functional vocational assessment. The transition team is not just composed of members of the special education team. The studentand family is expected to take an active role in the planning.
Term:
Transition services – A coordinated set of activities that promote movement from school to postschool education, vocational training, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation. Transition goals are determined by the IEP team beginning at age 14 and are based on student and family vision, preferences, and interests.
Any software can be used if a child shows an interest in it.
