This page provides references to research articles and books that were used in creating this web-site.
The following three references detail peer-reviewed studies that support the use of technologies with the autistic student.
Higgins, K., & Boone, R. (1996, June). Creating individualized computer-assisted instruction for students with autism using multimedia authoring software. Focus on Autism and Other Developmental Disabilities, 11(2), 69-78.
ABSTRACT: This article provides a rationale for educators to use multimedia computer technologies to create individualized computer-based instructional materials for students with autism. Software design guidelines based on empirical research are presented along with a detailed description of two multimedia authoring systems for educators.
Hagiwara, T., & Myles, B. (1999, June). A multimedia social story intervention: Teaching skills to children with autism. Focus on Autism and Other Developmental Disabilities, 14(2), 82-95.
ABSTRACT: Although social stories have been used as a positive support intervention for people with autism and other developmental disabilities, their utility has primarily been supported by anecdotal records. This study developed an intervention that used social stories in a computer-based format. The results revealed that overall the social story intervention using a multimedia social story program for three boys with autism was effective.
Moore, D., Cheng, Y., McGrath, P., & Powell, N. (2005, December). Collaborative Virtual Environment Technology for People With Autism. Focus on Autism and Other Developmental Disabilities, 20(4), 231-243.
ABSTRACT: Collaborative virtual environments (CVEs) hold great potential for people with autism. An exploratory empirical study was conducted to determine if children and youth with autism could understand basic emotions as represented by a humanoid avatar. Thirty-four participants (ages 7.8–16 years) reported to have autism interacted with a software program designed to evaluate their ability to identify and make inferences from facial expressions. Over 90% of the participants accurately recognized emotions displayed by avatar presentations. These findings support the optimism that CVEs can be used effectively as an assistive technology, as an educational technology, and as a means of helping address potential theory-of-mind impairments.
The following reference is directed toward teachers of autistic students from diverse backgrounds.
Wilder, L., Dyches, T., Obiakor, F., & Algozzine, B. (2004, June). Multicultural Perspectives on Teaching Students with Autism. Focus on Autism and Other Developmental Disabilities, 19(2), 105-113.
ABSTRACT: To develop independence and self-responsibility in students with autism, traditional intervention techniques have focused on the acquisition of academic learning and adaptive skills of language and communication and the reduction of behavior problems. The critical question is, Will these traditional foci of intervention work for multicultural students with autism? These students have triple-layered problems—they are culturally different, they may be linguistically different, and they have an exceptionality that is loaded with behavioral repertoires. Apparently, these challenges make it imperative for general and special education practitioners to look for ways to educate multicultural learners with autism. In this article, the authors present culture-specific strategies for meeting the educational needs of students with autism. In addition, they relate these strategies to current efforts to prepare teachers and other professionals to assist students and their families.
The following reference is directed toward parents seeking to find information about treatments for their autistic child on the Internet.
Condillac, R. (1999, April). Untangling the web: Finding information about the treatment of autism on the world wide web. Journal on Developmental Disabilities, 6(2), 84-87.
ABSTRACT: There are many treatments which claim to have a positive impact on children with autism; however, many do not have objective evidence to support their use. Given all the claims one can find on the web and elsewhere, it is essential to be an informed consumer.
Grinker, Roy Richard (2007). Unstrange Minds: Remapping the World of Autism. Cambridge, MA: Basic Books, a member of Perseus Book Group.
Notbohm, Ellen (2005). Ten Things Every Child with Autism Wishes You Knew. Arlington, TX: Future Horizons.
Zysk, Veronica; Notbohm, Ellen (2004). 1001 Great Ideas for Teaching and Raising Children with Autism Spectrum Disorders. Arlington, TX: Future Horizons.