Autism spectrum disorder is a neurodevelopmental disability affecting millions of children and adults worldwide. Many children begin showing signs as early as 18 months. Since there is no cure for ASD at the current time of this writing, the use of interventions and a myriad of supports used to diminish the behavioral signs or teach these individuals coping strategies to reduce autism-like behaviors. Early childhood intervention is a critical factor in helping children learn communication and daily living skills for functioning in society. Children at the age of 2–6 years old are vital when the brain reaches the development stage of plasticity, allowing them to learn skills at a faster, efficient pace (Sandbanks,2020). With limited resources and shortages in teachers and specialized staff, including a variety of environmental factors such as rural schools, school closures, and pandemics; the use of technology allows individuals to learn new skills, inside the classroom or in the comfort of their home with the use of the internet. Technology aided instruction and intervention (TAII) are a relatively new type of response that used technology as the central component of the intervention. As technology integrates into our lives more daily, the use of technology can be used to teach preschool children who need early childhood interventions but cannot access various factors. The use of technology has shown improvements in adults and school-age children using these novel interventions. The research on the use of technology for preschool children with autism spectrum disorders is limited.
This literature review aims to analyze the use of technology-aided instruction and intervention with preschool children diagnosed with an autism spectrum disorder to attain social communication and language skills. Discuss the research in showing its success as an intervention and the current usage , trends, and potential drawbacks, in its usage as remote a learning tool.
|School:||Alliant International University|
|School Location:||United States -- California|
|Source:||DAI-A 82/1(E), Dissertation Abstracts International|
|Subjects:||Educational psychology, Early childhood education, Special education, Disability studies, Educational technology|
|Keywords:||Autism spectrum disorder, Distance learning, Early childhood, Preschool, Social communication, Technology aided instruction and Intervention|
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