Abstract
Many children in the Autism Spectrum display a natural affinity for computers (Ploog et al. J Autism Dev Disord 43(2): 301–322, 2013; Moore et al. Focus Autism Other Dev Disabil 20(4): 231–24, 2005). Technology tools operate under the child’s control; they create a nonthreatening environment, provide visual and auditory information, supply immediate feedback, present choices in an engaging way, and create enjoyable visual scenarios that are easily understood. Many children with Autism Spectrum Disorder (ASD) gravitate toward technology tools because they are flexible, portable, multimodal, entertaining, and motivating. This chapter describes the features of a special university-based technology laboratory (Technology and Applied Research in Autism – TARA) for children under the age of 12 who have been diagnosed with ASD. The goals of the lab, its operation and procedures, sample activities, tools, patron feedback, and concluding cautions are described in this chapter to help others create similar environments for teaching children with ASD and learning about their technology-using behaviors, preferences, and instructional needs.
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Ennis-Cole, D.L. (2023). Technology Laboratories for Learners with Autism Spectrum Disorder (ASD). In: Spector, J.M., Lockee, B.B., Childress, M.D. (eds) Learning, Design, and Technology. Springer, Cham. https://doi.org/10.1007/978-3-319-17461-7_46
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