Online ISSN: 2325-7466
2006
Triannual
National Association of Special Education Teachers (NASET)
United States

Articles

Using Technology-Based Interventions to Improve the Social-Communication Skills of Adolescents with Autism Spectrum Disorder (ASD)

  • Dr. Nicole Anthony (Author) Fayetteville State University image/svg+xml
    Dr. Nicole A. Anthony serves as the assistant chair of the Early Childhood, Elementary, Middle Grades, Reading, and Special Education department in the College of Education. Her research interests include adolescents with autism spectrum disorder (ASD) social-communication development, transition outcomes for African American students with ASD, and postsecondary opportunities for children with disabilities. With more than 20 years of experience as an educator, she has remained committed to creating equitable and inclusive spaces for students with disabilities. Dr. Anthony spearheaded the Autism Advisory Council at FSU, which is dedicated to meeting the needs of children with ASD in Cumberland County. The council is composed of faculty, students, parents, and autism-related community organizations. The Autism Advisory Council is believed to be the first of its kind on the campus of an HBCU.
  • Dr. Cynthia Wooten (Author) Fayetteville State University
    Dr. Cynthia Brooks Wooten is an Assistant Professor of Elementary Education, in the College of Education at Fayetteville State University. She received her Ph.D. from the University of North Carolina Greensboro. Her dissertation titled, Multiple Case Studies of Literacy Practices Utilized by Intermediate Grade Teachers Which Enable African American Males to Become Literate Individuals-What's Going On?, focused on accomplished teachers of African American males. Research interests relate to preservice teacher preparation, experiential learning, literacy education, literacy instruction for Black males, multicultural education, and beginning teacher support. Dissemination of research is accomplished via presentations at state, national, and international level conferences.
DOI
https://doi.org/10.64546/jaasep.471
Abstract
For more than two decades, researchers have used technology-based interventions to treat symptoms associated with autism spectrum disorder (ASD). Drawing on a preference for technology-driven devices, many advances have been made in the research and treatment of ASD; however, the overwhelming majority of the technology-based interventions are used to address the social-communication challenges of children with ASD under the age of 10 years-old. Thus, the literature review aims to: (a) identify and examine studies that have used technology-based interventions over the past 30 years to improve the social-communication abilities of adolescents with ASD; (b) summarize findings of relevant variables (e.g., participant demographics, experimental setting, and technology-based strategies used to deliver the intervention); and (c) based on reported empirical outcomes, it will be determined, if technology-based interventions are effective in improving the social-communication skills of adolescents with ASD. Results of the current review indicated that technology-based are effective when used to address the social-communication skills of adolescents with ASD. Implications for future research are discussed.
Keywords
Adolescents, Autism, Communication Skills, Educational Technology, Elementary Secondary Education, Environmental Influences
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How to Cite
Anthony, N., & Wooten, C. (2021). Using Technology-Based Interventions to Improve the Social-Communication Skills of Adolescents with Autism Spectrum Disorder (ASD). Journal of the American Academy of Special Education Professionals, 16(3), 122-132. https://doi.org/10.64546/jaasep.471

Fall 2021

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  • Article Type Articles
  • Submitted August 19, 2021
  • Published October 15, 2021
  • Issue Fall 2021
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