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• AT Institute 2007: Autism & AT

Related Center

• Family Center on Technology and Disability

Description

Whether autism spectrum disorders are truly on the rise, or we are “merely” doing a better job of identifying and assigning diagnoses is an issue on which disability professionals disagree. Even the definition of “autism spectrum disorders” is a fluid one and one that is subject to debate. Asperger’s Syndrome, for instance, is considered by some to be the high end of the autism spectrum while others believe that, while it has some shared behaviors, it is a separate disorder, not to be considered on the spectrum. Until distinguishable chemical and/or physiological markers are identified, we will not be able to resolve these debates. What we do know, however, is that virtually every school system in the country is facing increasing numbers of students who have been identified as having one ore more autism spectrum related disorders. The goal of this discussion is to help the parents, teachers, therapists, and other professionals whose role it is to contribute to the academic and personal growth and well-being of those children, by sharing information about the ways in which assistive technology (AT) can support such children.

Autism spectrum disorders are neurologically-based. They potentially affect speech, gross and fine motor skills, sensory integration, socialization skills, self-regulatory functions, and cognitive abilities. They are sometimes complicated by co-existing conditions (or “comorbidities”) such as obsessive-compulsive disorder, attention deficits, or hyperactivity. As with any “spectrum” disorder, autistic children display a wide range of challenges and abilities and thus we can not make global assertions about AT “for children with autism.” No individual challenge exists in a vacuum; an AT suggestion for a child with a specific academic challenge will have to be viewed through the filter of the child’s other issues, as well as their available support system and personal preferences. An AT assessment can become quite complex, therefore, if it is to truly meet the unique needs of an individual child. One of the things to keep in mind as you consider the possible benefits of a piece of AT equipment or software is that while certain aspects of the tool may help one problem, other elements may exacerbate a co-existing problem. For instance, a computer-based program that works with a child on developing appropriate social responses may include a response reward that involves flashing lights and a loud noise which may seriously disturb him.

Just as there is no universally agreed upon definition of autism spectrum disorders, there is disagreement in the disability field about the definition of “assistive technology.” Most often, one reads the standard legal definition – “ "any item, piece of equipment, or product system whether acquired commercially of the shelf, modified or customized, that is used to increase, maintain, or improve functional capabilities of individuals with disabilities." It’s useful to be familiar with that definition, as it’s the one used in the Individuals with Disabilities Education Act (IDEA) and therefore is the one involved in federal funding initiatives.

In practical terms, however, there is disagreement about the extent to which AT should include items such as calculators, personal digital assistants, laptops, and other pieces of equipment in widespread consumer use. Some maintain that, while an item may be an optional luxury for someone (the student could perform as well or nearly as well without it) it should be considered assistive technology if it allows a child with a disability to perform a task that s/he could not otherwise perform. Obviously, there are fine lines and, when budget issues come into play, they can become contentious.

In this discussion we will not impose restrictive definitions. Each of the five faculty members has his or her own opinions based on many years of research and experience in the field. Likewise, we have over 550 registered participants, from 48 states, two territories and 3 other countries. It should make for a rich and diverse discussion.

In the course of the next 17 days, we’ll discuss many issues related to autism and AT. We know that participants will be helpful and gentle with each other, recognizing that “there’s no such thing as a stupid question.” While each of the two discussion strands is independent, we know from experience that there will be cross-posts and that both strands will at some point address similar questions. We advise you to look at, and participate in, both areas of the Institute, as well as the “challenge.”