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Technology Laboratories for Learners with Autism Spectrum Disorder (ASD)

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Learning, Design, and Technology

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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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Authors and Affiliations

  1. Department of Learning Technologies, College of Information, University of North Texas, 3940 N. Elm St. G-150, Denton, TX, 76207, USA

    Demetria L. Ennis-Cole

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  1. Demetria L. Ennis-Cole
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Correspondence to Demetria L. Ennis-Cole .

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Editors and Affiliations

  1. Department of Learning Technologies, University of North Texas, Denton, TX, USA

    J. Michael Spector

  2. Instructional Design and Technology, Virginia Tech School of Education, Blacksburg, VA, USA

    Barbara B. Lockee

  3. Department of Learning Technologies, University of North Texas, Denton, TX, USA

    Marcus D. Childress

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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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