11- preliminary plan, outline, annotated bibliography

Yodit Reinhold

Dr. Thompson

Eng 302

July 18/2015

Preliminary plan, outline, annotated bibliogrhapy

Research question: Does the use of ipad ,software and other portable electronic devices gives voice to the nonverbal children with Autism?

Tentative Thesis: The use of ipad and computer software gives voice to speak for nonverbal autistic children, because it can be used as alternative and augmentative communication device and  its  visual, audible, easy to use and portable aspect of the technology.

Out line

• Introduction
• What it Autism
• How is it affecting children
• what is the treatment
• examples
• Thesis: the use of ipad, computer software and other portable electronic devices can be a communication tool and it gives voice to speak for nonverbal children, because it can be used as alternative and augmentative communication device.
• It is visual:
• Children with Autism are visual learner
• they think in picture
• it can display real life pictures
• colorful
• Autistic children are attracted to technology
• examples
• it is Audible:
• they can hear it/it can speak to them
• they can learn the appropriate language use
• they can make connection the picture with the audible voice and what it means
• Examples
• It is easy to use:
• Child friendly and touch screen
• it uses everyday language so that even a child can understand it
• the buttons are easy to identify
• examples
• Light weight and portable
• small enough Children can carry it or pick it up
• children can take it where ever they go
• the battery last longer
• they can use the same ipad at home and at school
• conclusion
• what other approaches are there for this problem
• why is my idea is better comparing to other approach
• restate thesis.

Annotated Bibliography

Mirenda, Pat. “Autism, Augmentative Communication, And Assistive Technology: What Do We Really Know?.” Focus On Autism And Other Developmental Disabilities 16.3 (2001): 141-51. ERIC. Web. 21 July 2015.

This article provides a critical review of empirical investigations on the use of augmentative and alternative communication (AAC) and assistive technology with individuals with autism or persistent developmental disorder. The review is presented by six topic areas: assessment, staff/family training, supports for augmented input, supports for augmented input plus output, supports for augmented output, and assistive technology.

Palmer, Randall. “Accessibility: The Top 10 Ipad Apps For Special Education.” T.H.E. Journal 40.6 (2013): 10-13. ERIC. Web. 21 July 2015.

this article discuss how iPad taking over  of public education is not just limited to the mainstream classroom but Special needs educators are finding that iPads can be a vital tool to support independence. What sets the iPad apart from other devices is the simple and visually robust user interface that can be used by almost everyone. It is also a highly customizable device that can be set up with applications and assistive features to support a variety of special needs students.

Ploog, Bertram O., et al. “Use Of Computer-Assisted Technologies (CAT) To Enhance Social, Communicative, And Language Development In Children With Autism Spectrum Disorders.” Journal Of Autism And Developmental Disorders 43.2 (2013): 301-322. ERIC. Web. 21 July 2015.

This article talks about how the past decades have made sophisticated computer technology available to the public. Since then it is observed that most children, including those with autism spectrum disorders shows an attraction to computers. This has led researchers to recognize the potential of computer technology as an effective and efficient tool to enhance social, communicative, and language development in individuals with autism by dividing the vast literature into four main areas: language, emotion recognition, theory of mind, and social skills.

Mechling, Linda C. “Review Of Twenty-First Century Portable Electronic Devices For Persons With Moderate Intellectual Disabilities And Autism Spectrum Disorders.”Education And Training In Autism And Developmental Disabilities 46.4 (2011): 479-498. ERIC. Web. 21 July 2015

This article discuss that how the use of portable electronic devices by people with moderate intellectual disabilities and autism spectrum disorders is gaining increased research attention. The purpose of this review was to synthesize twenty-first century literature (2000-2010) focusing on these technologies. Twenty-one studies were identified which evaluated use of: (a) handheld computers; (b) cell phones; and (c) MP3 players across various skills and settings to assist people with disabilities.  the article also provided guidelines and recommendations for instruction and future research.

Arthanat, Sajay, Christine Curtin, and David Knotak. “Comparative Observations Of Learning Engagement By Students With Developmental Disabilities Using An Ipad And Computer: A Pilot Study.” Assistive Technology 25.4 (2013): 204-213. ERIC. Web. 21 July 2015.

This study examined the use of the Apple iPad for learning by children with developmental disabilities, including those on the autism spectrum. A single case design was used to record the participation of four students with developmental disabilities when taught with their standard computer at baseline, followed by the introduction of the iPad. A six-component participation scale was developed to quantify observations of these students during the learning sessions. Visual analysis of data indicated no differences in participation with the iPad as compared to the computer for three of the four subjects. One subject appeared to have notably higher participation with the iPad. Individual variations were identified in each student along with some common concerns with attention, task persistence, and goal directed behavior with use of the iPad. Student academic scores improved during the course of iPad use.