Using Technology to Learn and Grow: Computer-Based Intervention for Individuals with Autism

Successful Teaching with Computers

Over the past 13 years, I have had the opportunity to work with many students and utilize a plethora of software programs, as well as develop my own for use in my therapy center. What I have discovered is that individuals with autism usually take to the computer like fish to water. This may be somewhat of an overgeneralization, but, nonetheless, it fits. In theorizing why these individuals do so well on the computer, I have come up with several factors. First, the computer software presents itself as a constant in a universe that is quite dynamic. As we all know, those with autism tend to be more comfortable with situations with which they are familiar. Although today’s interactive software adapts as the individual progresses, the format stays the same. Another factor that appears to be related to the success of CBI is the animation often utilized in these programs. When I say “these programs,” I am referring to programs called “specialized software.” Specialized software programs have been distinctly designed for teaching the skills we discuss below. They are available only through certain vendors and are not the type of software one would purchase in a retail store. Although there are some very useful programs that we call “off-the-shelf” software, I don’t generally recommend these as they are not specifically designed for the special-needs population and can often be inappropriate. Other reasons for CBI success include the vertical plane presentation and the multi-modality approach that are often present in specialized software programs.

Over the years, there has been research on the use of CBI with children with autism. In a 2000 report by Moore and Calvert, the impact of computers on children’s vocabulary development was assessed. Progress was compared between utilizing behavioral training and computer training. The results revealed that children with autism were more attentive, more motivated and learned more vocabulary using the computer than engaging in the behavioral program. These results suggest the need for development of computer software to teach vocabulary to children who have autism.

Another study by Bernard-Opitz, Sriram, and Nakhoda- Sapuan (2001) evaluated the training of children with autism in learning problem-solving skills via CBI. The computer program used demonstrated animated solutions to problems. Results concluded that young children with autism can be taught problemsolving strategies with the aid of computer interfaces.

The consensus is that CBI is often more successful than traditional methodologies when teaching language, reading and even social skills development.

I have used specialized software for training in the following areas:

• Cause and effect 
• Language 
• Speech 
• Augmentative communication 
• Reading/spelling 
• Math 
• Social skills development 
• Attention and processing 
• Work skills 
• Life skills

Choosing Appropriate Programs

As I previously mentioned, there are many different programs on the market. When choosing a software program for a particular individual, I use a methodology that I call “prescription software.” Using this analytical method helps to increase the likelihood of a successful CBI experience.

When looking at language software, Laureate Learning Systems has created the Seven Stages of Language Acquisition (www.laureatelearning.net/ professionals602/pdfs/SEQBOOK.PDF). They recommend their products based on which stage the individual is in. They have developed this hierarchy to aid parents as well as professional speech and language pathologists in choosing the correct program for their children.

Building Skills Using CBI

Children with autism often have difficulty acquiring reading skills due to language gaps. The latest thinking involves the merging of development of language with literacy. Using a speech pathologist to help interpret the individual’s needs is often recommended as a professional can distinguish the language deficits that are contributing to the reading delays. Several software designers have embraced the language-literacy connection and have incorporated activities in their programs to enhance these skills.

CBI is a good tool when teaching attention and focusing skills. Though these skills will increase just by incorporating CBI, there are some wonderful programs on the market that emphasize them. Exercises are designed to strengthen auditory and visual focusing abilities. I often recommend that the individual begin his/her CBI session with 15-30 minutes of computer exercises. This initial stage serves as a warm-up for the processing system and will enhance the remainder of the CBI session.

One may not think that the computer can provide opportunities for increasing social skills; however, several software developers have created programs that target this area. Social skills software can improve interactions, teach steps and appropriate skills for social situations, demonstrate correct body language and improve the understanding of emotions. Often, these programs use video segments to demonstrate appropriate behavior and then ask questions to determine if the student has gained knowledge from viewing the videos.

Many low-verbal children can improve their communication effectiveness by incorporating augmentative or alternative methods. Picture systems, sign language and dedicated voice output systems are the most common strategies utilized. Several software companies have designed programs to teach skills necessary for augmentative/alternative communication users. My son Blake uses a combination of sign language and a dedicated voice output system to communicate. Due to his computer savvy, acquiring the skills needed for communication success was quite easy. I recall a meeting with a school administrator who was opposed to my choice of a dedicated voice output system. She thought she would prove her point by giving Blake only 2 weeks to master the device or we would have to go with her choice, a less complex (and less expensive) machine. But unbeknownst to her, Blake had been pre-trained on the computer and demonstrated to her his ability to use the more complex device in only one week.

Maximizing Potential Through Technology

Blake is now almost 18 years old. It’s only a matter of a few years until the reality of his adulthood is upon us. It’s time for me to think about the “home of tomorrow” today. It has been 13 years since I stood in the Disney Home of Tomorrow. As I was doing research for my upcoming book on autism and technology, I came upon a press release announcing a new Disney project, the Dream Home of Innoventions at Disneyland. The project was slated to be finished in just one month. What I discovered was that a consortium of companies had been commissioned to build a 5,000-square-foot home, which would not only include the most advanced technology available, but a space-age design as well. My correspondence began. First, I sent a letter to Sheryl Palmer, the CEO of Taylor-Morrison, the building company that designed the home. I told her that I was interested in seeing the home when it was finished. In my letter, I mentioned that I felt that innovative design and high-end technology held the key for individuals with developmental disabilities to be able to live in the most independent manner possible. I must have peaked her interest, as shortly thereafter I received a call from their president for the Southeast, Lou Steffens. My letter had sparked interest in the concept. I told him how interested I was to go to Anaheim and see the home.

Mr. Steffens put me in touch with Disneyland’s Director of Alliance Development, David Miller, who had been instrumental in the development of the Dream Home. The project was a collaborative effort among Disney, Microsoft, Hewlett- Packard, LifeWare and Siemens Corporation. Dave and I corresponded with each other for several months before the grand opening in June 2008. By mid-July, I was on a plane to Anaheim to tour the home and meet with David.

My experience at the Disney project was fantastic. The Dream Home was nothing like I thought it would be and exceeded any expectation I had. The design of the attraction was interactive in nature. As I experienced each application, I focused on how it could be utilized for someone who had autism so that it would enhance their life. It wasn’t a hard stretch.

As I walked around the home, I was awestruck by how far the technology had come since 1995 when I first visited the Home of Tomorrow. I realized how touch-screen technology had impacted our world to the point that my son has so much more potential to live in a more unrestrictive environment just as I had imagined so many years ago. Of course, the applications of this technology for our children have not yet been maximized, but the opportunity is there.

Several months ago, I began to organize a group of families interested in developing a community where our adult children can live, work and prosper. Some of us will be living there as well. We will be including all of the technology now available and will help our children reach their goals. The dreams I had envisioned for my son as well as the other children are now real. Embracing computer-based intervention and the technology of today will help to maximize the potential in each and every one of our children.

About the Author

Valerie Herskowitz is one of the world’s foremost speakers on CBI for individuals with autism. She has established a “global autism support village” through podcasts, webcasts and other cyber tools, and is the author of the upcoming book, Computers and Autism: Maximizing Independence Through Technology. For more information, visit www.valerieherskowitz.com.

References

Bernard-Opitz, V., Sriram, N., & Nakhoda-Sapuan, S. (2001). Enhancing social problem solving in children with autism and normal children through computer-assisted instruction. Journal of Autism and Developmental Disorders, 31(4): 377-384.

Moore, M., & Calvert, S. (2000). Vocabulary acquisition for children with autism: Teacher or computer instruction. Journal of Autism and Developmental Disorders, 30, 359-362.