1. Introduction
a. Portrayals of Autism in the Media
b. Evidence-based Discussions of ASD
c. Content of this Book
d. Demographic Information of Parents Surveyed
e. Summary
2. Chapter 1. The Triad of Impairment in Autism
a. Language / Communication
b. Technology to Support Language Development
c. Social Interaction
d. Apps for Communication and Social Awareness
e. Connections Between Oral and Written Communication and Social Understanding
f. Making Social Connections with Technology
g. Sensory Issues
h. Challenging Behavior (Stereotypical and Restrictive) i. Parenting Challenges Due to the Triad of Impairment
1. Repetitive Behavior
2. Aggression
3. Non-compliance
4. Perseveration 5. Anxiety
j. Summary
3. Chapter 2. Parents' Perceptions of their Lives
a. Life is Demanding
1. Financial Pressure
2. Child's Behavior
3. Parental Overload
4. Limited Assistance
b. Life is Stressful
c. Life is Lonely and Isolating
d. Life is Full of Worry
e. Life is Tough, but Children with ASD are Worth it!
f. Summary
4. Chapter 3. Diagnosis and Support
a. Paths to Diagnosis
b. Some Diagnostic Instruments
1. ADOS
2. ADI-R
3. CARS-3
c. Eye Tracking Technology and Autism Diagnosis
d. Using a Team Approach: The Family, School, Medical Establishment, Mentor Parents, and State and Federally Funded Programs
1. The Family
2. School Professionals
3. The Medical Establishment
4. Mentor Parents
5. Federal and State Funded Programs for Medicaid
e. Summary
5. Chapter 4. Sensory Systems and Autism a. Auditory Issues
b. Parents' Comments on Sensory Issues
c. Tactile & Olfactory Issues
d. Visual Processing Issues
e. Visual Tools for Learning
f. Summary
6. Chapter 5. Physical Comfort and Safety
a. Interacting with Professionals in the Community
b. Using Technology for Physical Safety and Tracking
c. Using Technology to Create Personalized Documentation
d. Special Needs Trusts and Guardianship
e. Emergency Preparation
f. Summary
7. Chapter 6. Creat
About the Author:
Demetria Ennis-Cole, Professor in the Department of Learning Technologies at the University of North Texas, has degrees in Computer Science and Curriculum & Instruction (emphasis area: Computer Education). She worked in industry as a Programmer for International Business Machines, and spent 6 years at Louisiana State University as a Computer Analyst before accepting a faculty position with The University of North Texas.
Xue Yang is a designer, trainer, and university faculty member who develops and delivers instruction on visual culture and media literacy through the Educational Technology Department of Shanghai International Studies University.
Lin Lin is an Associate Professor of Learning Technologies at The University of North Texas. Lin's research looks into interactions between the mind, brain, and technology in complex learning environments. She has conducted research on 1) media multitasking; 2) learning in online, blended, and virtual/augmented reality environments. Lin has published over 30 refereed articles in journals including the Proceedings of the National Academy of Sciences (PNAS) of USA, Pediatrics, Educational Technology Research and Development (ETR&D), and Computers and Education in addition to a dozen book chapters and over 60 conference papers. Lin is currently co-editing two books, one focusing on the constructive articulation between learning sciences and instructional technology communities, and another focusing on innovative instructional design approaches. Lin serves as the Associate Director of Texas Center for Educational Technology (TCET), and Co-Director of a Joint-Lab on Big Data, Little Devices, and Life-long Learning. She is Associate Editor for the International Journal of Smart Technology and Learning (IJSmartTL) as well an editorial board member of several other peer-reviewed journals. Lin received her doctoral degree in Instructional Technology and Media at Teachers College, Columbia University.
