Technology use as a support tool by secondary students with autism
Technology use as a support tool by secondary students with autism
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DOI：
10.1177/1362361317717976
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发表时间：
2018-01-01
期刊：
影响因子：
5.2
通讯作者：
Sam, Ann
中科院分区：
文献类型：
--
作者：
Hedges, Susan H.;Odom, Samuel L.;Sam, Ann
本研究旨在探讨自闭症谱系障碍中学生如何以支持性方式使用科技。在这项自我报告的调查研究中，472名患有自闭症谱系障碍的高中生描述了他们使用技术的形式和目的。学生们报告了在学校使用技术的好处和障碍。他们报告说，在学校和家庭环境中以各种支持性方式使用技术，例如增加他们的独立性，减少他们的焦虑，增加他们的社交机会。研究结果表明，从业者可能会受益于学习如何整合技术作为自闭症谱系障碍学生的教学和支持工具。对今后的研究提出了建议。
The purpose of this study was to examine how secondary students with autism spectrum disorder use technology in supportive ways. In this self-report survey study, 472 adolescents with autism spectrum disorder enrolled in high school described the forms of technology they use and purposes for which they use it. Students reported the benefits as well as barriers to technology use at school. They reported using technology in school and home settings in a variety of supportive ways such as increasing their independence, reducing their anxiety, and increasing their social opportunities. Findings suggest that practitioners may benefit from learning how to integrate technology as an instructional and support tool for their students with autism spectrum disorder. Recommendations for future research are provided.