Jennifer Quintanilla

EDUU 677

6/8/18

Assistive Technology

Students with an Autism Spectrum Disorder (ASD) face many challenges. Assistive

Technology devices are a way that can help ASD students overcome these challenges. The

Assistive Technology Industry Association lists Assistive Technology as “products, equipment,

and systems that enhance learning, working, and daily living for persons with disabilities”

(ATiA, 2018). Assistive Technology can come in a wide variety of technology levels. Many

pieces have very few or no mechanical features, and can be very easy to use, with little training

required. Some mid-level technology may require the use of a battery or electricity, and may

require a small amount of training and practice on how to use them. High-Tech Assistive

Technology includes complex devices that will most likely require extensive training in their use

and maintenance. More often than not, these pieces of technology are digital or electric and will

cost more than the others (Tools for Life, 2018). Assistive Technology can be used in different

areas for a student with an Autism Spectrum Disorder. The areas examined in this paper are:

Communication and Language, Academics/Cognition, and Transition.

Assistive Technology is arguably the most beneficial in the area of Communication and

Language. Students with an ASD often struggle with communication, and need some form of

assistance to socialize, make requests, or make their wants and needs known. From

computer/tablet apps, to picture cards, to magnifying glasses, Assistive Technology makes

communication and language possible for ASD students. In fact, by using an Assistive

Technology system to increase communication, some students are actually able to decrease their
“challenging behaviors due to the efficiency of their assisted form of communication” (Ganz, et

al., 2012).

Low-Tech Assistive Technology includes things that require little to no battery/electronic

power, and are fairly easy to operate. For communication and language, they can include dry

erase boards, 3-ring binders, clipboards, photo albums, laminated photographs, highlighting tape,

and PECS boards (non electronic). Many of these items can be purchased at any office supply

store, such as Office Depot or Staples, and then modified to fit the student’s needs. While

teachers can find some PECS and picture cards online, time is typically spent tailoring them to

individual student needs.

High-Tech AT are devices and other electronic equipment that is typically very complex,

expensive, and requires a significant amount of training. Examples of High-Tech AT for

Communication and Language are computers or tablets with specialized software, speech

generating devices, and video cameras. Other examples of high-tech Assistive Technology are

GoTalk20+ and Proloquo2go. GoTalk20+ is a handheld device that uses recorded human

voices. It has a capacity of 100 messages that is fairly easy for students and staff to use.

Proloquo2go is a symbol-supported communication app that helps in the communication and

language growth. This app can be used on iPads, iPhones, apple watches, and is available in

French, Spanish and English. These devices, as well as other speech generating devices, give

individuals the freedom to use direct selection methods and are purpose-built with the user’s

needs in mind. Some models are also equipped with eye-tracking detection, if the student is not

able to physically select an icon.

 Assistive Technology is very also useful in the area of Academics/Cognition. Many

Assistive Technologies can be used to meet a variety of needs. In the classroom setting with

academics, students can use those technologies to share responses and engage in the lessons

being presented.

Low-Tech Assistive Technology for the area of Academics/Cognition can include printed

visual schedules, token charts, special pencils/pencil grips, large print materials, different color

print, planners/personal calendars, social narratives, and audio recordings (which may be

considered mid-level tech). It is important to remember that visual schedules, token boards, and

social narratives must be tailored to each individual student. These are not “one size fits all”

strategies.

High-Tech Assistive technology for Communication and Language can include

computers or tablets with specialized software, Intel Reader, Touch Window/Magic Touch,

MathTalk (software), and Virtual Manipulatives. Magic Touch screens instantly convert any

standard monitor, laptop, or notebook computer into a multi-touch interactive device. The Inten

Reader is a book-sized device is capable of capturing text from a different sources, such as

restaurant menus or academic magazines. That scanned text can be magnified and read on the

device, listened to via on-board speaker or headphones, saved as an audio file.

It is important to point out that speech generating devices can also be used to assist with

academics/cognition. These devices allow a nonverbal/limited-verbal student the opportunity to

speak up, answer questions, ask questions of their own, and engage in the lesson. By

participating more fully in class, they are furthering their academic success.
 Assistive Technology in the area of Transition is interesting, because it can encompass

nearly all of the AT already discussed in this paper, and then some. Students in transition have

specific needs and supports, and Assistive Technology can help support them in their quest for

independence.

Low-Tech AT in the area of transition can include printed schedules/planners, Braille,

magnification tools, large print, grips for eating utensils, closed-captioned TV, and audio

recordings (both of which would be considered mid-level tech).

High-Tech AT for transition can include computers/tablets with specialized software,

Speech-to-Text, mobile apps, motorized wheelchairs and modified vehicles. One example of

mobile apps that is designed to help student in transition are the CanPlan, CanWork, and

CanAssist apps. These apps help transition students keep track of work shifts and contacts. The

app can create tasks in simple steps with photo and video instructions, and offers support for

people with cognitive challenges. Again, speech generating devices can open a whole world to

students, giving a voice to the voiceless. This is a crucial step toward independence.
 References

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(2011). A Meta-Analysis of Single Case Research Studies on Aided Augmentative and

Alternative Communication Systems with Individuals with Autism Spectrum Disorders.

Journal of Autism and Developmental Disorders, 42(1), 60-74. doi:10.1007/s10803-011-

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Goldberg, P., & Gilormini, B. (2017). The Path to Independence: Mobile Apps to Support

Transition-Age Youth. Minneapolis, MN: PACER Center. doi:www.pacer.org

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https://www.iidc.indiana.edu/pages/the-augmentative-alternative-communication-

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National Parent Center on Transition and Employment. (n.d.). Retrieved June 7, 2018, from

http://www.pacer.org/transition/

Proloquo2Go. (n.d.). Retrieved June 7, 2018, from

http://www.assistiveware.com/product/proloquo2go

Pyramid Educational Consultants. (n.d.). Retrieved June 6, 2018, from https://pecsusa.com/

Lynch, M. (2016, November 21). Assistive Technology for Students with Disabilities. The Tech

Edvocate. Retrieved June 6, 2018, from http://www.thetechedvocate.org/assistive-

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Tobiidynavox (2018). Retrieved from: http://www2.tobiidynavox.com/about-us/

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What is AT? (2018). Retrieved June 7, 2018, from https://www.atia.org/at-resources/what-is-at