Chapter 11: Assistive Technology for Learners with Autism Spectrum Disorders
Chapter Summary
Assistive Technology (AT) enhances the lives of students with disabilities by promoting greater
independence and offering support in general education classrooms. Incorporating the use of AT includes
consideration of assistive, adaptive and rehabilitative devices and the process used in selecting, locating
and using them.
When deciding on AT services for individuals with ASD, it is necessary to factor in the
difficulties that the student has functioning within the environment and how to provide necessary support.
The National Assistive Technology Research Institute (NATRI) has categorized AT into seven areas of
human functioning according to their functional applications, using Melichar’s (1978) works as a model.
They consist of existence, communication, body support, protection and positioning, travel and mobility,
environmental interaction, and education and transition.
The process of an AT delivery system consists of assessment, acquisition and evaluation. This
should include a detailed and systematic process for examining a student’s abilities and difficulties, and
the demands of the environments and tasks. The SETT framework has been created to make appropriate
decisions when assessing for AT. Assessment should occur at a very early stage. It is important for
professionals to understand the family’s need for information and be sensitive to the impact AT will have
on family life. After acquisition of the device, implementation must occur. Training of consumers is
critical, and the program must be highly individualized. Evaluation must occur periodically.
To avoid some of the barriers associated with assessing for AT, the Education Tech Points system
was developed. This system guides the child’s team through the essential steps to determine a need for an
AT device or service.
Chapter Objectives
1. Describe the potential benefits of assistive technology for individuals with Autism Spectrum
Disorders.
3. Discuss the framework and rationale for considering the student, the environment, and the tasks
required for active participation first before selecting the tools needed to address the tasks.
5. Summarize the core components of collaboration and who should be involved to provide
appropriate assistive technology supports and services.
Chapter Focus Questions
1. Interview a student who uses AT, a family member of a student who uses AT, or school
2. Create a diagram or visual representation of the categories of assistive technology and the seven
areas of human function.
3. You have been asked to lead an IEP meeting where team members are considering the use of AT
5. You just received a new student who you feel needs AT supports and services. Identify the core
components for collaboration and who you think should be involved in the process.
Chapter Key Terms
Activity schedules
Low-tech
Aided AAC systems
Medium-tech
Areas of human function
Multimedia supports
Augmentative and alternative communication
(AAC)
Picture Exchange Communication Systems
(PECS)
Computer-assisted instruction
Quality Indicators for Assistive Technology
(QIAT)
Device
Service
Education Tech Points
SETT framework
Functional communication
Unaided AAC systems
High-tech
Voice output communication aids (VOCA)
Instructional Strategies/Activities
Strategy
Rationale
Description/Steps
Modifications/
Alternative
Options
Assistive
Technology
Hands-on exploration
with a variety of AT
1. Many states have
educational service centers,
Do an internet
search of
Presentation
devices may improve
student understanding
of content
libraries, or AT contact
people who will come to
speak to groups and bring
samples to show to the
group; locate one of these
near you
2. Contact an Assistive
Technology service and
support agency in your area
and have someone come
speak to your class
different devices
and show these if
you cannot find a
presenter
Computer
Software
Activity
Exploration may
improve student
understanding of
concepts
1. Assign small groups of
students a particular area of
functioning (e.g., reading,
math, socialization,
communications) and have
them do an internet search
for computer software or
online computer activities
designed to teach in those
areas of functioning
2. Have students identify
which, if any, are
specifically designed for
individuals with ASD
3. For those that are not
specifically designed for
individuals with ASD, ask
students to discuss the
applicability of the software
or internet resource for
individuals with ASD
4. Have students share their
findings with the class
Allow students to
work alone or in
groups
individual (using
Suggested Chapter Readings/Resources
Ability Hub: http://www.abilityhub.com/
This is a general site with information and resources for a range of assistive technology.
Assistive Technology Act of 1998. P.L. 105-394
An act to support programs of grants to States to address the assistive technology needs of
individuals with disabilities, and for other purposes.
Augmentative/ Alternative Communication Intervention: http://www.aacintervention.com
This site contains information on creating literacy based communication boards and an excellent
resource list on AAC
CAST: http://www.cast.org/
This web site researches and develops ways to support all learners according to their individual
strengths and needs through Universal Design for Learning (UDL).
Closing the Gap: http://www.closingthegap.com/index.lasso
This web site offers a variety of articles, resources, and interactive activities related to assistive
technology.
Melichar, J. F. (1978). ISAARE: A description. AAESPH Review, 3, 259-268.
News-2-You: https://www.n2y.com/products/news2you/
This is a weekly newspaper for AAC users as well as emergent readers. Communication symbols
are used along with the text.
Rehabilitation Engineering and Assistive Technology Society of North America (RESNA):
http://www.resna.org/
This project provides information and consultation to AT programs. Locate the AT program in
your state and read articles relating to legislation and AT.
The National Assistive Technology Research Institute (NATRI): http://natri.uky.edu.
The NATRI conducts assistive technology (AT) research, translates theory and research into AT
practice, and provides resources for improving the delivery of AT services.
The Quality Indicators for Assistive Technology (QIAT). (Date): http://www.qiat.org/
This web site includes the work done to date to develop a comprehensive set of quality indicators
for effective assistive technology services.
The Wisconsin Assistive Technology Initiative (WATI): http://wati.org/
Chapter 11: Assistive Technology for Students with Autism
Guided Notes
Outline
• Definitions
• Areas of Human Functioning
• SETT Framework
Definitions
• _______________ Technology (AT): “a generic term that includes assistive, adaptive, and
rehabilitative devices and the _______________ used in selecting, locating, and using them” (p.
182)
Definitions, Continued
• Device: the technology or equipment used to improve functioning; may be no-tech, low-tech,
moderate-tech, or high-tech and may be used to increase _______________ or as an instructional
tool
Definitions, Continued
• No-Tech: not involving a device; example, _______________ _______________
• Low-Tech: simple adaptations with no batteries or electronics (p. 184); example,
_______________ _______________
Areas of Human _______________
• Existence
• _______________
• Body Support, Protection, and Positioning
• Travel and _______________
Communication Devices
• Referred to as Augmentative and Alternative Communication (AAC) devices or systems
• May be aided or unaided
− _______________: require an external communication device for production of
expressive language; example, _______________
SETT Framework
• Model developed to assist professionals in _______________ and _______________ data for
_______________ _______________ (p. 269)
• S: Student
• E: Environment
SETT Framework
• Framework for Assessing AT Needs:
− _______________