Research+Plan

=**Research Proposal: Effective Uses of Technology for Students with Autism ** =

==** Researched by: Bethany Stiefel ** ==

===Research Plan: ===

**Overview/Introduction: **

Technology in the classroom is one of the biggest "hot button" topics in the field of education today. The growing number of children diagnosed with autism is one of the biggest "hot button" topics in the medical field lately. As a teacher of a self-contained special education classroom, my interest resides in where these two topics intersect. With a growing population of children diagnosed with autism, consequently, a growing population of autistic students in the classroom, there is a need for technology in the classroom to support these students. I have chosen to research effective uses of technology for students with autism. I teach a self-contained special education class in which half of the population has been diagnosed with mild to moderate autism. Johnson and Christiansen (2008) discuss the learning process, stating that we learn by using our senses of sight, hearing, taste, smell, and touch. (Good introduction -- peaks my interest)

Based on what I have learned from my experience in working with these students, and attending autism professional development trainings, I realize that students with autism struggle with learning by using their five senses. For students with autism, certain senses may be heightened to the point of being unbearable due to overstimulation, whereas other senses may be lacking. The sensory input deficit autistic children suffer from causes them to learn differently than their peers. Assistive technology (AT) devices have been in place for students with special needs including students with autism, for years. Although some AT is already available, many of the devices available to students with special needs enrolled in public education are quickly becoming obsolete. It seems that using the latest technological advances to enhance the learning of students with special needs is overlooked in the public school system. I am interested in using mainstream, cutting edge technology to help students with autism in the academic and the functional curriculum. My hypothesis is that teachers of students with autism are provided strategies and sufficient training in these special areas, students with autism in the public school system can use technology to significantly increase their achievement in functional as well as academic settings. (Need to rewrite the sentence -- maybe in a question format? Not sure the use of hypothesis is appropriate) Due to this hypothesis, my research will focus on strategies for effectively integrating technology into the special education classroom and the effective uses of technology for students with autism.

Today’s culture is infused with rapid evolutions of technological enhancements. Technology is used in so many different facets of life that it has evolved from a luxury to a necessity. (Citation?) With this evolution, the need for creating technology rich environments by which students will learn has emerged. In spite of economic struggles, there is still an obligation to provide teachers and students with the tools they need to be successful. Students with special needs, particularly students with autism, are no exception. Too often, students with disabilities, such as autism, are overlooked when it comes to using technology to enhance their educational programs. Teachers of such students have a clear focus of helping them become as independent as possible. In a world where technological literacy is a demand for citizens to successfully engage in day to day living, the independence of students with autism is hinged on their technology exposure in the classroom. (Citation?) Many developments such as web 2.0 have transpired to offer students a more interactive technologically enhanced educational experience. Although these developments are on the right path to providing a more individualized technology experience for students with autism, teachers need to know how they can manipulate available technologies to make them appropriate for students with autism to be successful.
 * Literature Review: **

Computers have been in classrooms for the last twenty years or more. Their presence, however, has become increasingly common in classrooms over the past decade. Their use in the classroom has been shifted to the forefront of instruction making them a most essential tool in education today. (Citation?) Computers are now being used for everything from taking attendance to providing students with interactive individual study programs. There are many ways computers can be used to improve the school experiences of students with autism. Stromer, Kimball, Kinney, and Taylor (2006) conducted research on how to use computers to provide autistic students with activity schedules. Studies have also been conducted to determine student engagement with electronic screen media among students with autism (Gill, Mineo, Salkin, & Ziegler, 2008). Collaborative virtual environments (Cheng, McGrath, Moore, & Powell, 2005), video modeling (Ayers & Langone, 2007), word processing (Broun, 2009), and computer presented social stories (Powell-Smith & Sansoti, 2008), have all been the focus of research studies concerning how to enhance social interaction (Farr & Jacklin, 2005), and task completion (Cronin, Gast, & Mechling, 2006) for students with autism using the computer. With so many studies on using the computer to aid students’ social interaction and task completion, students’ ability of //watching// something on a monitor is a big part of the engagement. (Citation?) Given the research that has been done in the past, it is important to take a step further by finding ways to make using the computer in the classroom a more interactive experience for students with autism.

Many studies used qualitative data, anecdotal records, and teacher observations of student behaviors as their approach to data collection. Web surveys were also a popular method of data collection to gain teacher insight to how an intervention worked in the special education classroom. As a mixed approach of quantitative and qualitative data (Have you defined these terms?) seems to be the most appropriate approach to determine whether specific interactive programs are effective in the classroom for students with autism. In //The Computer in the Classroom: A Medium for Enhancing Social Interaction with Young People with Autistic Spectrum Disorders// (2005), behavior checklists were used for case studies that were conducted with three autistic adolescent males. The behavior checklist with cited positive and negative behaviors such as hand flapping, rocking, yelling, or screaming (2005) (Is this necessary?) seemed to be a most beneficial tool to determine student engagement. The checklist would have to be completed by an adult familiar with the students’ particular stereotypies to determine whether the behavior could be interpreted as positive or negative. //Collaborative Virtual Environment Technology for People with Autism// (Cheng, McGrath, Moore, & Powell, 2005) yielded great promise for interaction rich, computer-based activities in which students with autism may participate. Using //Second Life// software (2005) students have an avatar in which they communicate on computer-based content with co-avatars. Although this software demonstrates no face-to-face interaction time, it helps students with autism build the necessary social skills for real-life situation without the possible anxiety actually being face-to-face with a real person. Virtual reality software allows teachers to differentiate instruction (Stroud, 2010) to suit students’ needs. This is a great method to enhance autistic students’ communication skills due to the variation in each student’s ability level. (Acceptable synthesis of your article reviews)

A mixed approach of qualitative and quantitative will allow the research to show trends that will determine the best approaches to use for students with autism of different age groups, as well as see how technology affects a broad spectrum of stereotypies and sensory issues. Due to the bulk of the data collection being conducted in the special education classroom, it will be collected while students are working toward development of social, academic, and functional skills. In //Comparison of Static Picture and Video Prompting on the Performance of Cooking-Related Tasks by Students with Autism// (Gustafson & Mechling, 2008), instructors collected data on each student’s ability to perform each cooking-related task and was reported based on the percentage of tasks performed correctly by each student using pictures or video prompts. In this circumstance, quantitative data is appropriate to show the percentage, while a qualitative observation would allow the instructor to see the difference in how the task was performed. This mixed approach is also an appropriate method of data collection when evaluating autistic students’ engagement while using computers.

The data collected from the research will be analyzed to determine what computer programs or tools can be used to boost engagement for students with autism, as well as improve important life skills. The data will help determine different approaches to use when teaching a specific set of skills while also allowing the students to meet their needs to be able to perform functional skills using technology on a day-to-day basis. Students with autism find technology intrinsically motivating (Broun, 2009) and this research will allow this motivation cannot be channeled into educational activities that will help them flourish as independent individuals.

**Problem Statement: ** Due to students with autism often experiencing sensory overload (this phrase is a bit awkward),  it is difficult for students to differentiate between important and unimportant stimuli. A problem special education and general education teachers face concerning students with autism involves keeping the student's attention. One article  ( from this week <span style="color: #008000; font-family: Verdana,sans-serif; font-size: 10pt; line-height: 200%; margin-bottom: 0in;"> - rethink if needed <span style="color: black; font-family: Verdana,sans-serif; font-size: 10pt; line-height: 200%; margin-bottom: 0in;">) that I read focused on electronic screen media and engagement among students with autism, while the other focused on whether computers enhanced social interaction. Based on what I read ( this week <span style="color: black; font-family: Verdana,sans-serif; font-size: 10pt; line-height: 200%; margin-bottom: 0in;">) I would like to combine both article focuses by finding out if computers help promote engagement among students with autism with deterring social interaction. It is very interesting to me that just watching the screen helps students with autism focus on important stimuli due to the limited view of the screen. My only concern with this is whether or not the student would focus so intently on the computer that the information begins to lose relevance. I would like to take my research a bit further than what the articles I read entailed and find out if engagement in increased by using computers, if the engagement, what strategies can be used to reap positive impacts on behavior as well as academics. How can technology be used in the special education classroom to help students with autism better develop academic, social, and functional skills? (Good question)

**<span style="color: black; font-family: Verdana,sans-serif; font-size: 14pt;">Research Methods: **

<span style="color: black; font-family: Verdana,sans-serif; font-size: 10pt; line-height: 200%; margin-bottom: 0in;">Based on my problem statement, how can technology be used in the special education classroom to help students with autism better develop academic, social, and functional skills, I will need to use a mixed approach to my data collection. To collect quantitative data, I plan to use a pre/post test format along with teacher commentary of student behaviors while using technology. (Include survey) I would like to use a student observation form for student engagement while using technology in the classroom. (Include checklist) This will allow me to observe whether or not how the technology is used will keep the students' attention for the duration of the activity or lesson. I will also use ten trial data sheets and document and student percent correct on activities for technology related activities to show <span style="color: black; font-family: Verdana,sans-serif; font-size: 10pt; line-height: 200%; margin-bottom: 0in;">to show whether using technology in this way helps students improve with the goals they have set. In addition to this quantitative data collection, I will also use qualitative data by interviewing other special education teachers. (Include interview protocol) I would also like to provide teachers that teach students with autism with a digital survey. This will allow me to gain the input I need for my data collection as well as make the survey easily accessible to teachers. Accessibility will help me to collect the data more efficiently and hopefully have more teachers willing to participate. Using both types of data will help me to determine the best approaches to use for students with autism of different age groups as well as see how technology affects a broad spectrum of stereotypies and sensory issues. While most of the data will be collected in the classroom, it will be collected while students are working toward development of social, academic, and functional skills. (Acceptable explanation why you are approaching your data collection this way.)

**<span style="color: black; font-family: Verdana,sans-serif; font-size: 14pt;">Types of Data: **

<span style="color: black; font-family: Verdana,sans-serif; font-size: 10pt; line-height: 200%; margin-bottom: 0in;">Problem: How can technology be used in the special education classroom to help students with autism better develop academic, social, and functional skills? (Necessary?) <span style="color: black; font-family: Verdana,sans-serif; font-size: 10pt; line-height: 200%; margin-bottom: 0in;">Data Collection: Based on my research question I plan to collect qualitative data by interviewing special education teachers and/or providing them with a survey. To collect quantitative data, I plan to use a pre/post test format along with teacher commentary of student behaviors while using technology. Using both types of data will help me to determine the best approaches to use for students with autism of different age groups as well as a broad spectrum of stereotipies and sensory issues. While of the data will be collected in the classroom, it will be collected while students are working toward development of social, academic, and functional skills. (How will the data look like?)

**<span style="color: black; font-family: Verdana,sans-serif; font-size: 14pt;">Data Collection Strategy & Instrumentation: **

<span style="color: black; font-family: Verdana,sans-serif; font-size: 10pt; line-height: 200%; margin-bottom: 0in;">I have had a back and forth struggle of what to do in the way of data collection to best show the results I would need to answer my research question. I had planned to use a pretest/posttest format but I think the best way to determine whether computer-based instruction is having an impact on my students would be to use a model similar to the model used in my reading this week. //Using Computer-Presented Social Stories and Video Models to Increase the Social Communication Skills of Children With High-Functioning Autism Spectrum Disorders// used baseline, intervention, and final data to show how students were affected by technology use in the classroom. I think by compiling baseline, intervention, and final data, along with collecting data of non-disabled peers to use for comparison will help me determine how technology-based instruction will help students with autism. I also plan to use a behavioral checklist to keep up with how students are reacting to using technology in the classroom. This will help me determine students' level of engagement. To show how technology is affecting engagement though, I will need to also take data on students' behavior during instructional activities that are not technology infused. (I suggest you redo your methods section when you submit the final version of your plan. Then you need to include the tool -- computer presented social stories as an illustration of what you want to use)

**<span style="color: black; font-family: Verdana,sans-serif; font-size: 14pt;">Data Analysis: **

<span style="color: black; font-family: Verdana,sans-serif; font-size: 10pt; line-height: 200%;">Based on the data I will collect using baseline, intervention, and final data to show how students were affected by technology use in the classroom, I will analyze the data based on each individual student's ability before they were introduced the technology, at the time of introduction, and a final administration when the student exhibits proficient use the technology. <span style="color: black; font-family: Verdana,sans-serif; font-size: 10pt; line-height: 200%;">Since I will not have another class similar to mine available to use as a control group for this research, I will be analyzing data from non-disabled peers who also use technology in the classroom will at least give me a means of comparison to help me determine how technology-based instruction will help students with autism. (Can you provide examples as illustrations of how you will do your analysis?) <span style="color: black; font-family: Verdana,sans-serif; font-size: 10pt; line-height: 200%;">I will use the behavioral checklist to analyze student reactions to the use of technology for behaviors that imply excitement, boredom, interest, confusion, etc. to determine student level of engagement. For the sake of comparison, I will also analyze data on student behavior during instructional activities that are not technology infused.

**<span style="color: black; font-family: Verdana,sans-serif; font-size: 14pt;">Timeline: **

<span style="color: black; font-family: Verdana,sans-serif; font-size: 10pt; line-height: 200%; margin-bottom: 0in; text-indent: 0.5in;">Preparation for this research will begin eight weeks before the actual study takes place. A list of interactive websites will be compiled and reviewed for use during the study. Virtual reality programs will be submitted to the school administration for approval and purchased with special education funds. Specific activities and video prompts will be created during the two month prep period. The effective uses of technology for students with autism research plan will take place over a nine week period using the methods described throughout the plan. Four weeks will be allotted for data analysis. The entire process will be completed over a series of 21 weeks. (provided a table to better see the unfolding of events)

**<span style="color: black; font-family: Verdana,sans-serif; font-size: 14pt;">References: **

(Format looks good but make sure you follow 6th edition)

<span style="color: black; font-family: Verdana,sans-serif; font-size: 10pt;">Ayres K. M., & Langone, J. (2007). A Comparison of Video Modeling Perspectives for Students with Autism. //<span style="color: black; font-family: Verdana,sans-serif; font-size: 10pt;">Journal of special education technology, // //<span style="color: black; font-family: Verdana,sans-serif; font-size: 10pt;">22 //<span style="color: black; font-family: Verdana,sans-serif; font-size: 10pt;">(2), 15-30. Retrieved September 4, 2010 <span style="color: black; font-family: Verdana,sans-serif; font-size: 10pt; line-height: 14.25pt; margin-bottom: 0in;">, from ProQuest Education Journals.

<span style="color: black; font-family: Verdana,sans-serif; font-size: 10pt; line-height: 14.25pt; margin-bottom: 0in;">Broun, L. (2009). Take the Pencil out of the Process. TEACHING Exceptional Children, 42 <span style="color: black; font-family: Verdana,sans-serif; font-size: 10pt; line-height: 14.25pt; margin-bottom: 0in;">(1), 14-21. Retrieved from ERIC database.

<span style="color: black; font-family: Verdana,sans-serif; font-size: 10pt; line-height: 14.25pt; margin-bottom: 0in;">Cihak, D., & Schrader, L. (2008). Does the Model Matter? Comparing Video Self-Modeling and Video Adult Modeling for Task Acquisition and Maintenance by Adolescents with Autism Spectrum Disorders. //<span style="font-family: Verdana,sans-serif;">Journal of Special Education Technology, // //<span style="font-family: Verdana,sans-serif;">23 //(3), 9-20. Retrieved October 12, 2010, <span style="color: black; font-family: Verdana,sans-serif; font-size: 10pt; line-height: 14.25pt; margin-bottom: 0in;"> from ProQuest Education Journals.

<span style="color: black; font-family: Verdana,sans-serif; font-size: 10pt; line-height: 14.25pt; margin-bottom: 0in;">Cheng, Y., McGrath, P., Moore, D., & Powell. N. J. (2005). Collaborative Virtual Environment Technology for People With Autism. //<span style="font-family: Verdana,sans-serif;">Focus on autism and other developmental disabilities, // //<span style="font-family: Verdana,sans-serif;">20 //(4), 231-243. Retrieved September 4, 2010, <span style="color: black; font-family: Verdana,sans-serif; font-size: 10pt; line-height: 14.25pt; margin-bottom: 0in;"> from ProQuest Education Journals.

<span style="color: black; font-family: Verdana,sans-serif; font-size: 10pt; line-height: 14.25pt; margin-bottom: 0in;">Goldsmith, T., & LeBlanc, L. (2004). Use of Technology in Interventions for Children with Autism. //<span style="border: windowtext 1pt; font-family: Verdana,sans-serif; padding: 0in;">Journal of Early and Intensive Behavior Intervention //, //<span style="border: windowtext 1pt; font-family: Verdana,sans-serif; padding: 0in;">1 //(2), 166-178. Retrieved from ERIC database.

<span style="color: black; font-family: Verdana,sans-serif; font-size: 10pt; line-height: 14.25pt; margin-bottom: 0in;">Goodwin, M. (2008). Enhancing and Accelerating the Pace of Autism Research and Treatment: The Promise of Developing Innovative Technology. //<span style="font-family: Verdana,sans-serif;">Focus on Autism and Other Developmental Disabilities, // //<span style="font-family: Verdana,sans-serif;">23 //(2), 125-128. Retrieved September 21, 2010, <span style="color: black; font-family: Verdana,sans-serif; font-size: 10pt; line-height: 14.25pt; margin-bottom: 0in;"> from ProQuest Education Journals.

<span style="color: black; font-family: Verdana,sans-serif; font-size: 10pt; line-height: 14.25pt; margin-bottom: 0in;">Hess, K., Morrier, M., Heflin, L., & Ivey, M. (2008). Autism Treatment Survey: Services Received by Children with Autism Spectrum Disorders in Public School Classrooms. //<span style="border: windowtext 1pt; font-family: Verdana,sans-serif; padding: 0in;">Journal of autism and developmental disorders //, //<span style="border: windowtext 1pt; font-family: Verdana,sans-serif; padding: 0in;">38 //(5), 961-971. Retrieved from ERIC database.

<span style="font-family: Verdana,sans-serif; font-size: 10pt;">Jacklin, A., & Farr, W. (2005). The Computer in the Classroom: A Medium for Enhancing Social Interaction with Young People with Autistic Spectrum Disorders?. //<span style="border: windowtext 1pt; font-family: Verdana,sans-serif; font-size: 10pt; padding: 0in;">British journal of special education //<span style="font-family: Verdana,sans-serif; font-size: 10pt;">, //<span style="border: windowtext 1pt; font-family: Verdana,sans-serif; font-size: 10pt; padding: 0in;">32 //<span style="font-family: Verdana,sans-serif; font-size: 10pt;">(4), 202-210. Retrieved from ERIC database.

<span style="color: black; font-family: Verdana,sans-serif; font-size: 10pt; line-height: 14.25pt; margin-bottom: 0in;">Mechling, L., Gast, D., & Cronin, B. (2006). The Effects of Presenting High-Preference Items, Paired with Choice, via Computer-Based Video Programming on Task Completion of Students with Autism. Focus on Autism and Other Developmental Disabilities, 21 <span style="color: black; font-family: Verdana,sans-serif; font-size: 10pt; line-height: 14.25pt; margin-bottom: 0in;">(1), 7-13. Retrieved from ERIC database.

<span style="color: black; font-family: Verdana,sans-serif; font-size: 10pt; line-height: 14.25pt; margin-bottom: 0in;">Mechling, L., & Gustafson, M .. <span style="color: black; font-family: Verdana,sans-serif; font-size: 10pt; line-height: 14.25pt; margin-bottom: 0in;"> (2008). Comparison of Static Picture and Video Prompting on the Performance of Cooking-Related Tasks by Students with Autism. //<span style="font-family: Verdana,sans-serif;">Journal of Special Education Technology, // //<span style="font-family: Verdana,sans-serif;">23 //(3), 31-45. Retrieved September 21, 2010, <span style="color: black; font-family: Verdana,sans-serif; font-size: 10pt; line-height: 14.25pt; margin-bottom: 0in;"> from ProQuest Education Journals.

<span style="font-family: Verdana,sans-serif; font-size: 10pt;">Mineo, B., Ziegler, W., Gill, S., & Salkin, D. (2009). Engagement with Electronic Screen Media among Students with Autism Spectrum Disorders. //<span style="border: windowtext 1pt; font-family: Verdana,sans-serif; font-size: 10pt; padding: 0in;">Journal of autism and developmental disorders //<span style="font-family: Verdana,sans-serif; font-size: 10pt;">, //<span style="border: windowtext 1pt; font-family: Verdana,sans-serif; font-size: 10pt; padding: 0in;">39 //<span style="font-family: Verdana,sans-serif; font-size: 10pt;">(1), 172-187. Retrieved from ERIC database.

<span style="color: black; font-family: Verdana,sans-serif; font-size: 10pt; line-height: 14.25pt; margin-bottom: 0in;">Sansosti, F., & Powell-Smith, K.. (2008). Using Computer-Presented Social Stories and Video Models to Increase the Social Communication Skills of Children With High-Functioning Autism Spectrum Disorders. Journal of Positive Behavior Interventions, 10 <span style="color: black; font-family: Verdana,sans-serif; font-size: 10pt; line-height: 14.25pt; margin-bottom: 0in;">(3), 162-178. Retrieved September 19, 2010, <span style="color: black; font-family: Verdana,sans-serif; font-size: 10pt; line-height: 14.25pt; margin-bottom: 0in;"> from ProQuest Education Journals.

<span style="color: black; font-family: Verdana,sans-serif; font-size: 10pt; line-height: 14.25pt; margin-bottom: 0in;">Shukla-Mehta, S., Miller, T., & Callahan, K. (2010). Evaluating the Effectiveness of Video Instruction on Social and Communication Skills Training for Children With Autism Spectrum Disorders: A Review of the Literature. //<span style="font-family: Verdana,sans-serif;">Focus on Autism and Other Developmental Disabilities, // //<span style="font-family: Verdana,sans-serif;">25 //(1), 23-36. Retrieved October 12, 2010, <span style="color: black; font-family: Verdana,sans-serif; font-size: 10pt; line-height: 14.25pt; margin-bottom: 0in;"> from ProQuest Education Journals.

<span style="color: black; font-family: Verdana,sans-serif; font-size: 10pt; line-height: 14.25pt; margin-bottom: 0in;">Stromer, R., Kimball, J., Kinney, E., & Taylor, B. (2006). Activity Schedules, Computer Technology, and Teaching Children with Autism Spectrum Disorders. //<span style="border: windowtext 1pt; font-family: Verdana,sans-serif; padding: 0in;">Focus on autism and other developmental disabilities //, //<span style="border: windowtext 1pt; font-family: Verdana,sans-serif; padding: 0in;">21 //(1), 14-24. Retrieved from ERIC database.

<span style="color: black; font-family: Verdana,sans-serif; font-size: 10pt; line-height: 14.25pt; margin-bottom: 0in;">Stroud, S. (2009). A New Way Forward. T.H.E. Journal, 36 <span style="color: black; font-family: Verdana,sans-serif; font-size: 10pt; line-height: 14.25pt; margin-bottom: 0in;">(10-), 18-22. Retrieved from ERIC database.