Capitalizing on technology for developing communication skills in autism spectrum disorder: a single case study

References

• DSM 5. Diagnostic and statistical manual of mental disorders: DSM-5. Washington: American Psychiatric Publishing; 2014.
   Google Scholar
• Ingersoll B, Gergans S. The effect of a parent-implemented imitation intervention on spontaneous imitation skills in young children with autism. Res Dev Disabil. 2007;28:163–175.
   PubMed Web of Science ®Google Scholar
• Schertz HH, Odom SL. Promoting joint attention in toddlers with autism: a parent-mediated developmental model. J Autism Dev Disord. 2006;37:1562–1575.
   PubMed Web of Science ®Google Scholar
• Wallace KS, Rogers SJ. Intervening in infancy: implications for autism spectrum disorders. J Child Psychol Psychiatry. 2010;51:1300–1320.
   PubMed Web of Science ®Google Scholar
• Mirenda P, Wilk D, Carson P. A retrospective analysis of technology use patterns of students with autism over a five year period. J Spec Educ Technol. 2000;15:5–16.
   Google Scholar
• Parsons S, Leonard A, Mitchell P. Virtual environments for social skills training: comments from two adolescents with autistic spectrum disorder. Comput Educ. 2006;47:186–206.
   Web of Science ®Google Scholar
• Herrera L. What's new about youth? Dev Change. 2006;37:1425–1434.
   Google Scholar
• Schlosser RW, Wendt O. Effects of augmentative and alternative communication intervention on speech production in children with autism: a systematic review. Am J Speech Lang Pathol. 2008;17:212.
   PubMed Web of Science ®Google Scholar
• Sigafoos J. The practice of child therapy (4th ed.). Educ Psychol. 2009;29:513–514.
   Web of Science ®Google Scholar
• Ramdos S, Mulloya A, Lang R, et al. Use of computer-based interventions to improve literacy skills in students with autism spectrum disorders: a systematic review. Res Autism Spectr Disord. 2011;5:1306–1318.
   Web of Science ®Google Scholar
• Kodak T, Fisher WW, Clements A, et al. Effects of computer-assisted instruction on correct responding and procedural integrity during early intensive behavioral intervention. Res Autism Spectr Disord. 2011;5:640–647.
   Web of Science ®Google Scholar
• Durkin K. Videogames and young people with developmental disorders. Rev Gen Psychol. 2010;14:122–140.
   Web of Science ®Google Scholar
• Mineo BA, Ziegler W, Gill S, et al. Engagement with electronic screen media among students with autism spectrum disorders. J Autism Dev Disord. 2009;39:172–187.
   PubMed Web of Science ®Google Scholar
• Murray D, Lawson W. Inclusion through technology for autistic children. In: Ruth Cigman R, editor. Included or excluded. The challenge of the mainstream for some SEN Children. London: Routledge; 2007.
   Google Scholar
• Keay-Bright W. ReacTickles Global: Can mobile technologies encourage playful social interaction? J Assist Technol. 2008;2:42–45.
   Google Scholar
• Baron-Cohen S. The extreme male brain theory of autism. Trends Cogn Sci. 2002;6:248–254.
   PubMed Web of Science ®Google Scholar
• Ruetz N. Effective communication: improving reading, writing, speaking and listening skills in work place [Internet]. 1997. Available from: https://files.eric.ed.gov/fulltext/ED424386.pdf
   Google Scholar
• Schopler E, Van Bourgondien M, Wellman G, et al. The childhood autism rating scale, 2nd ed. (CARS). Los Angeles, CA: Western Psychological Services; 2010.
   Google Scholar
• ISAA. Report on assessment tool for autism: Indian Scale for Assessment of Autism. New Delhi: Ministry of Social Justice & Empowerment: Government of India; 2009.
   Google Scholar
• Beukelman RD, Mirenda P. Principles of assessment. In: Beukelman RD, Mirenda P, editors. Augmentative and alternative communication: supporting children and adults with complex communication needs. Baltimore: Paul.H.Brookes Publishing Co; 1988. p. 108–111.
   Google Scholar
• Bellini S, Akullian J. A meta-analysis of video modeling and video self-modeling interventions for children and adolescents with autism spectrum disorders. Exception Child. 2007;73:264–287.
   Web of Science ®Google Scholar
• Cafiero J. Meaningful exchanges for people with autism: an introduction to AAC. Bethesda (MD): Woodbine House; 2005.
   Google Scholar
• Mirenda P. Beneath the surface. Augment Alternat Commun. 2001;17:1–1.
   Google Scholar
• Mirenda P. Toward functional augmentative and alternative communication for students with autism: Manual signs, graphic symbols, and voice output communication aids. Language, Speech and Hearing in Schools. 2003;34:203–216.
   PubMed Web of Science ®Google Scholar
• Dweck CS. Motivational processes affecting learning. Am Psychol. 1986;41:1040–1048.
   Web of Science ®Google Scholar
• Myers SM, Johnson CP. American Academy of Pediatrics Council on Children With Disabilities Management of children with autism spectrum disorders. Pediatrics 2007;120:1162–1182.
   PubMed Web of Science ®Google Scholar
• Moore M, Calvert S. Brief report: vocabulary acquisition for children with autism: teacher or computer instruction. J Autism Dev Disord. 2000;30:359–362.
   PubMed Web of Science ®Google Scholar
• Cafiero J. Technology in action. Technol Media Div. 2008; 3:1–12.
   Google Scholar
• Cafiero J. The effect of an augmentative communication intervention on the communication, behavior, and academic program of an adolescent with autism. Focus Autism Other Dev Disabl. 2001;16:179–189.
   Google Scholar
• Johnson MJ, Inglebret E, Jones C, et al. Perspectives of speech language pathologists regarding success versus abandonment of AAC. Augment Altern Commun. 2006;22:85–99.
   PubMed Web of Science ®Google Scholar
• Murray DKC. Autism and information technology: therapy with computers. In Powell S, Jordan R, editors. Autism and learning. A guide to good practice. London: David Fulton Publishers; 1997. p. 100–117.
   Google Scholar
• Moore D, Taylor J. Interactive multimedia systems for students with Autism. J Edu Media. 2000;25:169–175.
   Google Scholar
• Durkin K, Conti-Ramsden G. Language, social behavior, and the quality of friendships in adolescents with and without a history of specific language impairment. Child Dev. 2007;78:1441–1457.
   PubMed Web of Science ®Google Scholar
• Wadman R, Durkin K, Conti-Ramsden G. Self-esteem, shyness, and sociability in adolescents with specific language impairment (SLI). J Speech Lang Hear Res. 2008;51:938.
   PubMed Web of Science ®Google Scholar
• Rowland C. Handbook: online communication matrix: for parents and professionals [Internet]. 2013 [cited 2014 Feb 3]. Available from: https://www.communicationmatrix.org/uploads/pdfs/handbook.pdf
   Google Scholar
• Dunn W. The sensory profile. San Antonio, TX: Psychological Corporation; 1999.
   Google Scholar
• Granger CV, McCabe MA. Functional Independence Measure for Children (WEEFIM) [Internet]. 1990 [cited 2014 Mar 20]. Available from: http://www.legislation.act.gov.au/af/2014-55/current/pdf/2014-55.pdf
   Google Scholar