Assistive Technology

for Individuals with

ASD
STEFANIE MARTINEZ
EDUU 677
BRANDMAN UNIVERSITY
APRIL 17, 2019
Introduction: AT

 Due to deficits in communication, language,

academics and cognitive ability, individuals with
ASD often benefit from some form of assistive
technology that will help meet the challenges
they face daily (Polloway, Patton, Serna, &
Bailey, 2013).
 Assistive technology can vary from low-tech to
high-tech and is any item, piece of equipment,
or software/computer program that can be
used to assist individuals with disabilities.
High Tech AT:
Communication & Language
Voice Output Communication Speech Generating Devices:
Aides, or speech generating  Tobii Dynavox: develops touch
devices: and eye tracking based
 Allows the user to communicate assistive technology hardware
by having the device generate a and software
spoken message (Barton & Harn,
2012).

I-110
Indi Communicator 5
High Tech AT:
Communication & Language
 Computerized apps and programs:
 Allows the user to organize and add vocabulary, incorporate new symbols and photos,
automatically correct grammar and spelling, and have touch-screen capabilities (Ganz,
2014).
 Can be downloaded on iOS devices for a fee.
 Computerized Apps/Programs include:

Proloquo2go TouchChat ChatAble

Low Tech AT:
Communication & Language
Picture Exchange
Communication System (PECS) Visual Aids and Supports
 Made up of a binder with Velcro  Photographs
strips attached and icons, or
 Drawings
picture cards, that are stored in
the binder.  Objects
 Visit https://pecsusa.com/ to  Written words
browse or purchase products  Lists
 First, Then
 Visual Schedule
High Tech AT:
Academic/Cognitive
Computer aided instruction: Prodigy Math
 https://www.prodigygame.com/
 Effective means for teaching
MobyMax
academic skills through the use of  https://www.mobymax.com/pricin
g/6
computers (Collet-Klingenberg,
Starfall
2009).
 https://www.starfall.com/h/

 Types of computer-aided Vocabulary Spelling City

 https://www.spellingcity.com/
instruction include drill-and-
Renaissance Learning Online
practice, tutorial, or simulation
 https://www.renaissance.com
activities.
High Tech AT:
Academic/Cognitive
 Text to speech:
 Text is read aloud to the
student via embedded text-to-
speech technology. The
student is able to control the
speed as well as raise or lower
the volume of the voice via a
volume control.
 Speech Recognition/Voice
Dictation:
 Software that transcribes student’s
speech to text in real time.
 Many programs and devices have
speech recognition/voice
dictation software already
installed (Google Docs, Microsoft
Word, mobile texting).
 Dictation Apps such as Dragon
Dictation are also available to
download for free.
Low Tech AT:
Academic/Cognitive
 Pencil grips, raised line paper, manipulatives, multiplication charts,
graphic organizers, rulers, highlighters, slant boards, calculators, and
colored overlays are all examples of low-tech AT tools that can assist
students with academics.
High Tech AT:
Community Based Instruction & Independent
Living Skills
 Digital Calendars:  Visual Schedule Planner:
 Google Calendar  Customizable visual schedule iPad
app. Can purchase for $14.99
 Apple Calendar
 Gives an individual an audio/visual
 My Study Life
representation of the activities or
 These apps can help students events that will be occurring for
keep track of class schedules, that day.
assignments that are due, and  Events in a schedule can also be
upcoming appointments. In linked to a video clip or an activity
addition, the user can receive schedule to help model an event.
notifications of each task or event.
 Can be downloaded for free.
Low Tech AT:
Community Based Instruction & Independent
Living Skills

 Visual Task Schedules  Agendas/Planners

Conclusion
 Both low-tech and high-tech strategies are
excellent in teaching basic functional
communication.
 Low-tech strategies are typically less expensive
than high-tech strategies.
 High-tech strategies are “easier to use, take less
preparation time, require fewer materials, and
allow students with ASD to communicate more
quickly” than with low-tech strategies (Ganz,
2014, 35).
References

 Barton, E. E. & Harn, B. (2012). Educating Young Children with Autism

Spectrum Disorders. Corwin, NASP. ISBN – 13:9781412987288
 Collet-Klingenberg, L. (2009). Overview of computer-aided
instruction. Madison, WI: The National Professional Development
Center on Autism Spectrum Disorders, Waisman Center, The
University of Wisconsin.
 Ganz, J. B. (2014). Aided augmentative communication for
individuals with autism spectrum disorders. New York, NY: Springer
Publishing. ISBN-13: 978149390814
 Polloway, E. A., Patton, J. R., Serna, L., Bailey, J. W. (2013). Strategies
for Teaching Learners with Special Needs. (10th ed.). Pearson. ISBN-
13: 978-0132626156