Laura's.mod3

Several gaps were found in the published research regarding interactive technology use and students with Autism Spectrum Disorders (ASD). Most of the research revolved around the use of video to increase social skill acquisition, including video modeling and video priming. There is little research on evidence-based practices with interactive technologies as used to increase academic skills for students with ASD. In all studies reviewed sample sizes were smaller than ten, making generalization of information to other students with ASD difficult. Further, there is a tremendous diversity in communication and cognitive abilities for students with ASD, but the research does not examine effects of interactive technologies on all populations of students on the spectrum. How do teachers of students with Autism Spectrum Disorders use interactive technology to increase social and academic skills for their students? How can interactive technology be used to reduce barriers to academic content for students with ASD? What do educators view as the most significant changes in learner outcomes that occur when students with ASD use interactive technologies to gain academic skills?
 * Gap in the Research **
 * Research Questions **


 * Problem Statement **

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A review of empirical research conducted over the last three years on the impact of interactive technology on students with Autism Spectrum Disorders (ASD) has led to the conclusion that the primary emphasis of research has been an increase of social and communication skills for students with communication deficits. Mitchell, Parsons, and Leonard (2007); and Nikopoulos and Nikopoulo-Smyrni (2006) found that transferring learned skills to new settings continued to be a challenge for students with ASD. Little emphasis has been placed on how other interactive technologies, including interactive white boards can be used to increase academic skills for students with ASD, or how new interactive technologies can facilitate the transfer of learning to new settings. ======

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All reviewed studies were based on small sample sizes (n<7), which limit the generalizability of results to other students with ASD. Conducting studies with students with can be very difficult for several reasons. Experimental designs tend to be very limiting regarding intervention conditions; educators working with students with ASD need to have flexibility to meet their students changing needs. They are also a vulnerable population which may lead to difficulties in obtaining permissions needed for a study. A critical study, or disabilities study would allow for teacher and parent perspectives to be considered, as well as examine how emerging interactive technologies can increase student accessibility to a standards-based curriculum and transfer skills to different settings. ======

Current research theory is primarily postpositive, experimental, single subject designs, with 6 or fewer participants. This limits the generalizability of the results to other students with Autism Spectrum Disorders. One theory that would fit with my study is critical studies, with emphasis on disability studies and how students with ASD can be supported with technology in the classroom to reduce barriers to the general education, standards-based curriculum.
 * Theory **