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Technology-Aided Interventions and Instruction for Adolescents with Autism Spectrum Disorder

Abstract

The use of technology in intervention and instruction for adolescents with autism spectrum disorder (ASD) is increasing at a striking rate. The purpose of this paper is to examine the research literature underlying the use of technology in interventions and instruction for high school students with ASD. In this paper, authors propose a theoretical and conceptual framework for examining the use of technology by and for adolescents with ASD in school, home, and community settings. This framework is then used to describe the research literature on efficacy of intervention and instruction that utilizes technology. A review of the literature from 1990 to the end of 2013 identified 30 studies that documented efficacy of different forms of technology and their impact on academics, adaptive behavior, challenging behavior, communication, independence, social competence, and vocational skills.

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Fig. 1

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* Indicates intervention studies included in the review of the literature

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Acknowledgments

The work reported here was supported by the Institute of Education Science, US Department of Education through Grant R324C120006 awarded to the University of North Carolina at Chapel Hill. Views expressed in the paper are the authors’ and do not necessarily reflect those of the funding agency.

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Correspondence to Samuel L. Odom.

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Odom, S.L., Thompson, J.L., Hedges, S. et al. Technology-Aided Interventions and Instruction for Adolescents with Autism Spectrum Disorder. J Autism Dev Disord 45, 3805–3819 (2015). https://doi.org/10.1007/s10803-014-2320-6

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Keywords

  • Technology
  • Autism spectrum disorder
  • Adolescents
  • Natural settings