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Students with autism may face challenges in college, such as difficulty with time management, organization, and staying focused in class. Assistive technology can make things easier.

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Students with autism may struggle with communication, organization, and adapting to workplace expectations, which can make finding and keeping a job challenging. Assistive technology, like task management apps, speech-to-text tools, and training simulations, can help build employability skills by improving organization, communication, and task completion.

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Students with autism may struggle with daily tasks such as keeping a schedule, managing time, or remembering important routine steps. Assistive technology, such as reminder apps, smart home devices, and visual schedules, can help them stay organized and become more independent.

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Students with autism may find it hard to navigate public spaces, communicate with others, or manage daily tasks like shopping and using transportation. Technologies like GPS apps, social skills training programs, and communication devices can help them build confidence and independence in their community.

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Technology and Communication Skill for individuals with ASD

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Technology and Communication Skill for individuals with ASD

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Technology can support individuals with autism in developing social skills.

Approximately 30% of individuals with autism have ASD and face challenges with verbal communication.

Apps like Visual Science Displays, which create interactive stories with text-to-speech features, can benefit nonverbal autistic students.

Social media provides a valuable platform for individuals with autism to communicate and connect with others.

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Technology can help people cope with autism

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Noise-canceling headphones can help individuals with Autism Spectrum Disorder (ASD) by reducing background noise and sensory overload, making it easier to focus in noisy environments like classrooms or workplaces. They can also create a calm, controlled space, lowering stress and anxiety levels while improving concentration on tasks.

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Dr.meter Ear Muffs for Noise Reduction: 27.4SNR Noise Cancelling Headphones for Kids Adults, EM100 Adjustable Hearing Protection Earmuffs for Monster Jam, Autism Sensory, Concerts, Fireworks

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Dr.meter Ear Muffs for Noise Reduction: 27.4SNR Noise Cancelling Headphones for Kids Adults, EM100 Adjustable Hearing Protection Earmuffs for Monster Jam, Autism Sensory, Concerts, Fireworks - Amazon.com

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Time management, focus, and sleep are three key factors contributing to a successful college student.

A homework app can help improve organization and concentration.

Noise-canceling headphones can minimize distractions and enhance focus.

Effective planning plays a crucial role in college success.

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Transition Tech Talk: Tips & Technology for Managing Time, Focus, & Sleep in College

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Individuals with autism often struggle with executive function skills, which include task completion, focus, time management, and problem-solving. These skills are essential for securing and maintaining employment.

Clocky is an alarm device that requires physical movement to turn off, making it helpful for individuals with autism who struggle to wake up on time.

Wunderlist is an app that features a digital calendar and task list with reminder alerts. It assists with organization and time management.

Smartpen is an audio recording device that synchronizes recorded instructions with written notes, aiding in better comprehension and recall.

Additional tools, such as ToodleDo, 30/30, Evernote, and active sitting options, such as using an exercise ball, can also help improve focus and productivity.

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Transition Tech Talk: Executive Function Skills at Work - How Technology Can Help

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Assistive Technology (AT) can include a wide range of tools, from simple items like a pencil grip to more advanced digital solutions.

The selection of AT should be personalized based on individual needs, making it essential for teens and young adults to be actively involved in the decision-making process.

The process begins by identifying specific challenges and exploring tools that can provide support, often with the guidance of an AT specialist.

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Transition Tech Talk: Exploring and Selecting Assistive Technology with Teens and Young Adults Draft

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Digital planners can help individuals with Autism Spectrum Disorder (ASD) by providing structured routines, reminders, and visual schedules to improve time management and organization. They also reduce anxiety by breaking tasks into smaller steps, offering notifications for deadlines, and allowing customization to fit individual needs and preferences.

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FREE Undated Digital Autistic / Neurodivergent Adult Planner | Landscape

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Staying on top of everything you have to do as an autistic / neurodivergent adult can be challenging. Having the right tools to manage all your to-do’s, checklists, schedule, meetings & appointments, and essential information for your schedule is so important. Even more important: making the planner clear and easy

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ClearPath is a navigation app that helps individuals with autism and learning disabilities navigate safely through the town.

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ClearPath - AR Navigation tool for ASD by Manvita Boyini

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ClearPath is a navigation app that helps individuals with autism and learning disabilities navigate safely through the town using augmented reality.

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Increasing Opportunities in Higher Education

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Increasing Opportunities in Higher Education

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Colleges and universities are seeing a rise in students with intellectual disabilities (ID) due to inclusive policies and federal legislation, which provide these students with access to academic and vocational programs that can improve employment prospects.

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Academic Technologies for College Students With Intellectual Disability

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VR-based program for job seekers with disabilities

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VR-based program for job seekers with disabilities

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This video explores how Virtual Reality can help people with ASD learn activities as they get trained in specific employment areas. Facilitating the acquisition of knowledge needed to perform a job and enhancing the individuals' opportunities to become active and independent members of their community.

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VR-based program for job seekers with disabilities

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Technology-Aided Interventions for Employment Skills in Adults

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Technology-Aided Interventions for Employment Skills in Adults

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The research article reviews 18 studies that explore technology as a way to teach employment skills to adults with ASD. The authors concluded that technology is an effective tool for individuals with ASD to gain job competency and increase employment opportunities.

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Technology-Aided Interventions for Employment Skills in Adults

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Using virtual reality to help individual with  autism learn how to drive

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Using virtual reality to help individual with  autism learn how to drive

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This video shows how technology can be used to teach an instrumental activity of daily living skills such as driving. The proper execution of this skill allows individuals with ASD to become more independent and participate in community activities like shopping, going to their workplace, and attending social activities and appointments.

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Using virtual reality to help teenagers with autism learn how to drive

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The Use of Technology to Teach Daily Living Skills for Adults with ASD

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The Use of Technology to Teach Daily Living Skills for Adults with ASD

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Individuals with ASD struggle with transition into independent living during adulthood due to the lack of autonomy. In the article, the authors studied the use of technology to determine the effectiveness of incorporating electronic technology to improve daily living skills of adults with ASD.

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The Use of Technology to Teach Daily Living Skills for Adults

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Activities for Teaching Daily Living Skills to Young Adults

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Activities for Teaching Daily Living Skills to Young Adults

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Daily living skills (DLS) are tasks that allow people to live independently and participate in their community with a high quality of life. Individuals with ASD face obstacles initiating and completing these activities due to a lack of cognitive, motor, and perceptual skills needed to perform them. This website provides information on different methods to teach DLS to young adults.

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If basic interventions fail to support the child’s learning, then more specialized treatment may be required for the child’s success. Learn More Today!

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Using Videos to Teach Life Skills to Individuals with ASD

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Using Videos to Teach Life Skills to Individuals with ASD

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Videos are great resources to teach different skills to individuals with autism because they provide visual support and closed captions that allow the person to understand the message easily.

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Let's Talk about Shopping at the Grocery Store

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Let's Talk about Shopping at the Grocery Store

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This video gives individuals with ASD tips to consider before, during, and after shopping in a grocery store. At the end of the video, users can check their understanding by answering questions related to the topic.

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Let's Talk about Shopping at the Grocery Store

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Using Video Technology to Support Individuals with ASD from Preschool to Adulthood

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Using Video Technology to Support Individuals with ASD from Preschool to Adulthood

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Video technology is an effective educational tool that helps individuals with ASD learn crucial skills that enable them to function independently in different settings in their community. Check this website for more information about video-based instructions to help individuals acquire life skill knowledge.

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Video technology can be a powerful teaching tool for autistic people. The use of visual supports is a well-established and commonly used strategy with families and professionals. Using video technology for modeling takes visuals to the next level by combining the visual supports strategy with technology to create an even more effective teaching tool. Video technology is readily accessible through iPhones and iPads, easy to use, and inexpensive. It can be used with a wide range of ages from preschool children to adults to teach a variety of skills in a multitude of settings such as school, home, community and the workplace. There are numerous studies to support the use of video modeling, an evidence based intervention, with autistic individuals.

Television watching skills don't need to be pre-taught therefore most children will already have the necessary skills to engage in using video technology. It can be a great way to teach new skills to learners who have limited access to other means of instruction such as print materials or who struggle with more traditional methods of instruction. Difficulties with auditory processing often make the spoken word more challenging to understand and process so many learners do better by watching rather than listening.

Videos can also provide predictability and give the viewer control over the speed, repetition and volume of what they're watching. Videos take away the element of surprise that happens when interacting with people. There are no distractions or changes to deal with so the focus can be on learning the skill rather than dealing with all of the variables humans introduce everyday. Video technology also provides built-in borders - the edges of the iPad or computer screen gives a visual parameter of what to look at unlike being in a room and not knowing where to focus attention.

Types of Video Modeling

Basic Video Modeling (BVM)

The learner watches a video of an actor other than themselves appropriately demonstrating a specific skill or routine. The actor can be a parent, sibling, peer or teacher. Prior to filming, the actor is told what to do and say during the recording process. BVM can help increase independence with daily living skills and can increase a learner's ability to remain calm during transitions. It can also lessen anxiety with unfamiliar situations like medical appointments or new events.

Video Self-Modeling (VSM)

VSM stars the learner demonstrating the target skill or routine. Watching a video of oneself performing a skill or task correctly is reinforcing and builds confidence. Psychologist Albert Bandura found that the most effective models are those that are most similar to the individual. Whenever possible, film the individual but if you can't, then use a model that is similar to the learner. Research shows that watching oneself on a video can increase the person's ability to attend to the video. Another benefit is the "movie star" effect - many children increase their ability to demonstrate a skill just because they know they are being filmed. My son is like that!

Feedforward is another type of VSM where the learner sees himself demonstrating a skill that is slightly beyond his current capabilities. This type of video can be used if the learner:

a) can only demonstrate some but not all of the behaviors needed to perform the target skill
b) is only able to perform the skill at a low level of mastery
c) needs support to demonstrate the behaviors required to perform the skill

Point-of-View Modeling (PVM)

This is similar to Basic Video Modeling in that you are recording a person other than the learner , but the recording captures exactly what the learner will see through their own eyes while demonstrating the skill or routine. Because the video shows the skill from the learner's point of view, the video only includes the model's hands as well as any social partners that are necessary for the skill to be demonstrated.

PVM videos are an effective way to teach any new skill that the learner can't demonstrate yet without a substantial amount of support from another person because the learner isn't the one performing the skill in the recording.

My two adult children access YouTube videos frequently, which provides the user point-of-view, when they are going to a new place or activity. For example, my son watched every ride for Disneyland ahead of time so he would know what to expect when he got there and what the ride looked like once you were on it in motion.

The 10 Steps for Video Modeling

1. Identify the skill or routine you would like to target.

2. Identify and assemble the materials needed.

3. Do a task analysis of the skill or routine and collect baseline data. (In other words, break the skill down into steps and observe each step.)

4. Make a plan for the filming of the video. (Type of modeling, language used, who will film)

5. Record the video

6. Edit the video footage if you need to.

7. Show the video to the person.

8. Facilitate skill development after viewing the video. (Continue support with visuals, nonverbal prompts)

9. Monitor the person's progress to see if changes need to be made.

10. Problem solve if progress is too slow. (Are you showing the video often enough? Is it too long? Is it the wrong type of video modeling? Does the skill have too many steps that are beyond the person's reach?)

There are many areas where video modeling can be used such as communication, teaching voice volume, identifying emotions, how to self-regulate through breathing, using a locker, crossing the street, job interview skills - the list is endless. The good news is there is lots of support on how to do video modeling successfully - for example, check out YouTube. Look at our book links below this post to find more resources to read on this valuable topic.
References
McGinnity, K., Hammer, S., Ladson, L. 2011. Lights! Camera! Autism! Using Video Technology to Enhance Lives. Wisconsin: Cambridge Review Press

Murray, S., Noland B. 2013. Video Modeling for Young Children with Autism Spectrum Disorders. London: Jessica Kingsley Press

About the author:
Maureen Bennie

Maureen Bennie created the Autism Awareness Centre in 2003 to address what she saw as a gap in support and advocacy for those struggling with autism and autism spectrum disorders. For Maureen, education brings positive change to the lives of those affected by autism and autism spectrum disorders.

Click to Read Maureen's Full Biography

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Using Video Technology to Support Autistic Individuals - Autism Awareness

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Video technology can be a powerful teaching tool for autistic people. The use of visual supports is a well-established and commonly used strategy with families and professionals. Using video technology for modeling takes visuals to the next level by combining the visual supports strategy with technology to create an even more effective teaching tool.

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The effects of video modeling in teaching functional living skills to persons with ASD: A meta-analysis of single-case studies

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The effects of video modeling in teaching functional living skills to persons with ASD: A meta-analysis of single-case studies

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Video modeling is an effective evidence-based practice for increasing the functional living skills of individuals with ASD. This teaching method can increase the probability that individuals with ASD will experience a better quality of life as they minimize their dependence on others around them.

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This video shows the different technologies individuals with disabilities, including those with ASD, can access at college to facilitate their learning experience.

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This video highlights participants in DO-IT programs such as AccessComputing, who share information about the technology they use to access school, work, and the community. Information is shared about alternative hardware, software, and peripherals that assist people with disabilities.