Produced with Scholar

Work 1: Annotated Bibliography

Project Overview

Project Description

Create an annotated bibliography of at least 5 references (peer-reviewed journal articles and scholarly books) highlighting some key references related to a concept or issue that interests you and that is addressed in this course. Look ahead into the learning module to get a sense of upcoming ideas—don’t feel constrained to explore concepts introduced early in the course. Also, if you have an idea at this stage about a topic for your dissertation, choose references that might be helpful to this, while staying within the scope of the course.

If you have created an annotated bibliography in other courses in this program, do not include any references from there. Do not use references included in the course materials or in your or your peers' weekly updates.  These should all be new references.

Use the following outline by creating the format in the CGScholar Structure tool:

Icon for Annotated Bibiliography: Autism Spectrum Disorder

Annotated Bibiliography: Autism Spectrum Disorder

Autism Spectrum Disorder

Introduction

For my topic of research, I will expand within my current field of work as an Early Childhood Special Education teacher to explore the Autism Spectrum Disorder (ASD), mostly commonly known as Autism. As a certified Special Education teacher at the preschool age, I tend to a diverse population of children from ages three to five years old. Children in our blended program are a mix of typically developing and children with special needs, many of the needs revolve around the spectrum. Through my years of teaching, it as been observed the diagnosis of Autism has increased consistently year by year. Advocacy for Autism has enhanced, while greater technology is being utilized to assist children with language, communication, and social skills, three of the major deficits for a child on the spectrum. My goal for my research is to study the characteristics of social behavior in children with Autism Spectrum Disorder, because I want to find out how technology can supplement early years of child development. My passion is to understand ways children on the spectrum can enhance communication and functional skills in educational settings, to advocate for their opportunity to be mainstreamed in general education classrooms. The following sources I have study share the commonality of tools used to assist children in educational settings at the early childhood developmental stage. The sources will also include characteristics of children with ASD, the communication strategies used between parents and their children, along with interventions and strategies utilized to enhance communication skills.

Essentially, the evolution of my research will be used to support my upcoming dissertation for my Educational Doctorate (ED.d) in the Learning Design and Leadership program at the University of Illinois through the Education Policy, Organization and Leadership department in the College of Education.

 

Source 1

Title: An interest‐based intervention package to increase peer social interaction in young children with autism spectrum disorder

Citation: Watkins, L. , O'Reilly, M. , Kuhn, M. and Ledbetter‐Cho, K. (2019), An interest‐based intervention package to increase peer social interaction in young children with autism spectrum disorder. Journal of Applied Behavior Analysis, 52: 132-149.

Source: Journal of Applied Behavior Analysis year:2019 vol:52 iss:1 page:132 -149 ISSN:0021-8855

Keywords: autism spectrum disorder, social interaction, inclusive education, preschool

Summary:

This article explores the characterizes of children with Autism Spectrum Disorder as seen in educational settings. It encompasses the main behaviors, such as peer withdrawal, social isolation and inconsistent joint attention. Children on the spectrum are becoming inclusive in general education settings with typically developing peers, however in many situations are seen to not be successful due to lack of interventions and/or limited staff and teacher training. A study was conducted to find the most efficient intervention that can be used for children in mainstream settings, including intensive intervention packages. These packages include interest-based structured play activities, modeling, expanding language with peers and brief sessions of adult instruction. Children were also analyzed after intervention to observe is peer interaction increased, would intervention generalize to typically developing peers, and would intervention be socially valid in a general education classroom.​

Methods:

The researcher used a mixed methods approach of qualitative and quantitative methods. Data was collected, teacher feedback, social validity assessment, as well as interviews and surveys were conducted. For the study, four children with Autism Spectrum Disorder were selected as the participants. All the observations were conducted in the natural school environment of the blended preschool classroom in conjunction to typically developing peers. The play was facilitated by the research team as well. Variables were chosen and data was collected over time, specifically for initiation and responses by the participants. Interest-based interventions were introduced to the children, alongside typically developing peers to study the engagement of the children when provided with familiar, liked activities. Data and analysis revealed that interest-based interventions increased the frequency of peer-interactions for children with ASD.

Theory and Concepts:

The results of the study support the social-motivation theory. The results conclude that interest-based activities may motivate children on the spectrum to engage with peers. Other key concepts of this study include skill building, social interaction, inclusion and classroom-based interventions.

Significance 

The sigifnicance of this study embraces the tools and strategies early childhood educators can use when increasing social skills for children with ASD. The interventions that are studied in this case, can also enhance skills for typically developing children and can easily be incorporated into daily curriculum and schedule of a typical preschool day. This case study was conducted within the last year, providing us with modern, relevant data points and analysis. The study was found through the University of Illinois' library via the Wiley Online Library through the Journal of Applied Behaivior Analysis. This research can enhance further speculation on how technology can assist interest-based interventions for children with ASD as well. 

Source 2

Title: Three Evidence-Based Strategies that Support Social Skills and Play Among Young Children with Autism Spectrum Disorders

Citation: Hart B. J (2018), Three Evidence-Based Strategies that Support Social Skills and Play Among Young Children with Autism Spectrum Disorders. Early Childhood Education Journal, 46(6), 665–672.

Source: Early Childhood Education Journal Year: 2018 vol: 46 iss:6 page: 665-672 ISSN: 1082-3301

Keywords: Disabilities, Play, Social Skills


Summary:

This text reviews the characteristics and defecits that children with autism face daily. This includes communication, language, and social skill delays. Children in early years must receive direct social instruction to begin to build upon skills. The importance of play is also described at this time, paying careful attention to the skills needed to engage with peers, such as joint-attention, sharing, taking turns and making eye-contact. The stipulations in adminstering direct instruction for these areas has posed difficult for early childhood educators with lack of strategies, training and education of tools to assist children. Three-evidence based interventions are shared through out the study: scripts, video modeling, and choice making. Each strategy is explained with detail, providing examples and evidence to successful adminstration.

Methods:

The methods used in this study were qualititative, as many evidence-based strategies were summarized from other qualitative and/or quantatitive studies. The author utilizes many opinions, reviews and compilation of studies to share strategies.

Theory and Concepts:

This paper skims the cognitive theory and/or Theory of Mind but does not explicity explain it. The strategies presented will aid children in understanding and applying strategies in daily living and peer interactions. 

Significance:

This study shares a great deal of instructional strategies and interventions that have been proven to support children on the autism spectrum in early childhood settings. The downfall of this study is it lacks detailed methods and theory that will aid in further research. However, the sources and references utilized in the article led to greater methods and theory. Thus, this source provides ample information, if used as a framework of evidence, while expanding research further to external sources.

Source 3

Title: Faheem: A Tablet-Based Application to Improve Receptive Language for Arab Autistic Children

Citation: Alhazbi, S.,  Aboeleneen, A., Kamal, N., Khader, M., Azzouza, A., Al-Kababji, A., Hassen, A., Zaza, A., Faheem: A Tablet-Based Application to Improve Receptive Language for Arab Autistic Children. (2018). 2018 International Conference on Computer and Applications (ICCA), Computer and Applications (ICCA), 2018 International Conference On, 248.

Source: 2018 International Conference on Computer and Applications (ICCA) Computer and Applications (ICCA), 2018 International Conference on. :248-252 Aug, 2018

Keywords: autism, receptive language, technology-assisted intervention, parent-mediation intervention, personalization

Summary:

A group of researchers have explored ways to utilize technology-based interventions to enhance language skills with children on the autism spectrum disorder. This paper presented the app called Faheem, best described as " a tablet-based application to support parent-mediate intervention to improve receptive language for autistic children in Arabic-speaking families." This study describes the process of establishing Faheem, the hurdles that users may experience, and the challenges that was considered when creating the application. This tablet is considered as assistive technology that families can use with their children as a educational and therapeutic tool in a home-setting solely. 

Methods:

The group of practitioners used a qualitative approach, gathering data and previous research on the autism spectrum disorder. They studied the diagnosis overtime to analyze the challenges that need to be considered when developing the application. The authors referenced previous research often to supplement their analysis and extend their focus point.

Theory and Concepts:

The concept of this study is to create a technology-based interactive app to enhance receptive and expressive language skills in children with Autism. The research aided design considerations when analyzing the process in creating the app. This study encompasses the Connectivism theory, one that which allows technology to aid in children's processing and adapting of new information. 

Significance

The significance of this study is vital, as it is one of the few studies conducted with assitive technology tools to support children on the spectrum. This study is fairly new, and focuses on an innovative approach to enhancing language acquistion in children. This topic requires further research, as well as a follow-up study of adminstration of the app. I would like to seek greater results and/or observations of this app, after being conducted fully with children and their families.

Source 4

Title: Investigating the Relationship between Language and Picture Understanding in Children with Autism Spectrum Disorder

Citation: Hartley, C., Trainer, A., & Allen, M. L. (2019). Investigating the relationship between language and picture understanding in children with autism spectrum disorder. Autism, 23(1), 187–198.

Source: Autism: The International Journal of Research and Practice, v23 n1 p187-198 Jan 2019. 12 pp.

Keywords: autism spectrum disorder, comprehension, language, pictures, production, symbolic understanding

Summary:

This study directly explores the assessment of language acquisition and production for children on the autism spectrum, when paired with picture supports to aid comprehension. The participants include 20 children with ASD of various ages and typically developing children as controls. Picture supports were utilized to assess all children on various academic concepts. The results concluded that typically developing children and those on the spectrum concurred statistically equivalent results with identical patterns of performance. It is seen that as a child's expressive language develops, their comprehension of pictorial delays diminishes. Researchers found a correlation between linguistic skills and picture comprehension for children.

Methods:

The methods used for this study is qualitative research. The team created a case study of 20 children with ASD with various language delays, ages, and characteristics. They were compared to the control group of typically developing children. Previous formal assessment results were also considered for these children, including IQ test, language tests, and Mullen Scales of Early Learning for expressive and receptive skills. All children were given a picture comprehension task of identifying 24 images of basic objects known to children understanding by 15 months (i.e. spoon, cup, teddy bear, banana, etc.). Figures were included throughout the text to supplement study.

Theory and Concepts:

The theoretical concept that was acknowledged in this study is the social-cultural Vygotsky theory. The researchers connected the social-cultural perspective directly to language acquisition and symbolic non-verbal and verbal picture acquisition to aid communication. 

Significance

The significance of this study is how pictoral symbolic supports enhance language use for children on the spectrum. The researchers applied real-world application of the study during a short-sample study, however adhere to implication when comparable to the need of a longitudinal study. Overall, the study involves practical assessment that can be applied to educational and home settings.

Source 5

Title: Integration of assistive and wearable technology to improve communication, social interaction and health monitoring for children with autism spectrum disorder (ASD)

Citation:  F. Fazana, A. Alsadoon, P. W. C. Prasad, N. Costadopoulos, A. Elchouemi and S. Sreedharan, "Integration of assistive and wearable technology to improve communication, social interaction and health monitoring for children with autism spectrum disorder (ASD)," 2017 IEEE Region 10 Symposium (TENSYMP), Cochin, 2017, pp. 1-5.

Source: 2017 IEEE Region 10 Symposium (TENSYMP) IEEE Region 10 Symposium (TENSYMP), 2017. :1-5 Jul, 2017

Keywords:  Austism Spectrum Disorder, Augmentative and Alternative Communication Wearable Technology, Communication Skills, Health Monitoring, Wandering Behaviour

Summary:

This study explores the Augmentative and Alternative Commmunication (AAC) tools that can be worn by children with autism to increase language, communication and to monitor health. The wearable tools will be tested for technological competency, as well as essential functions that will assist children on the spectrum. The study details the difference between aided and non-aided devices that support individual children on the spectrum. It also covers the Global Positioning System (GPS) and Wireless Body Area Network (WBAN) for tracking and progress monitoring. The study continues to explore the various functions of devices, data storage, processing and a final evaluation. 

Methods:

The methods used for this study is systematic research of technological devices. The research is broken down specifically by the devices used, as well as the outcomes of the children's behavior when utilized. Family feedback is also considered. Figures were implemented through out the study to supplement evidence, as well as results of the other devices listed. All research is exploratory in nature. 

Theory and Concepts:

The concepts include innovative tools and designs that can be integrated into daily wearable devices to enhance the communication skills for children with autism. The theories were not explicity listed, however can connect to the Cognitive Theory and/or information-processing theory. 

Significance

The significance of the article is large, in comparison to other articles that lack the innovative research for assistive technology. The article is found directly from the University of Illinois library, and incoporates many sources from Google Scholar. Since 2017, the article was used and integrated into other research over 400 times. This study has the ability to expand my research further in regards to technological advances to enhance communication skills for children on the spectrum.


Sources

Alhazbi, S., Aboeleneen, A., Kamal, N., Khader, M., Azzouza, A., Al-Kababji, A., Hassen, A., Zaza, A., Faheem: A Tablet-Based Application to Improve Receptive Language for Arab Autistic Children. (2018). 2018 International Conference on Computer and Applications (ICCA), Computer and Applications (ICCA), 2018 International Conference On, 248.

F. Fazana, A. Alsadoon, P. W. C. Prasad, N. Costadopoulos, A. Elchouemi and S. Sreedharan, "Integration of assistive and wearable technology to improve communication, social interaction and health monitoring for children with autism spectrum disorder (ASD)," 2017 IEEE Region 10 Symposium (TENSYMP), Cochin, 2017, pp. 1-5.

Hart B. J (2018), Three Evidence-Based Strategies that Support Social Skills and Play Among Young Children with Autism Spectrum Disorders. Early Childhood Education Journal, 46(6), 665–672.

Hartley, C., Trainer, A., & Allen, M. L. (2019). Investigating the relationship between language and picture understanding in children with autism spectrum disorder. Autism, 23(1), 187–198.

Watkins, L. , O'Reilly, M. , Kuhn, M. and Ledbetter‐Cho, K. (2019), An interest‐based intervention package to increase peer social interaction in young children with autism spectrum disorder. Journal of Applied Behavior Analysis, 52: 132-149.