Determining Studies Conducted upon Individuals with Autism Spectrum Disorder Using High-Tech Devices.

Autism spectrum disorder (ASD) is a complex developmental disability observable within the first three years of life. Furthermore, ASD is a progressive disability that affects socialization, language, communication, and other activities and interests throughout the person's life. The degree of response to the disorder differs from one individual to another. In 2013, the name of this disorder group was changed to Autism Spectrum Disorder in the DSM-V diagnostic criteria and was divided into categories based on individuals' degree of response to the disorder (Heward, 2013; Xin & Sutman, 2011). The most significant characteristics of individuals diagnosed with ASD are their problems in social interactions and communications. In addition, their social contact with peers, understanding and expressing emotions, and establishing eye contact are also problematic (Heward, 2013). Beginning to teach children with ASD at an early age using effective applications plays an important role in minimizing their life-long disabilities. Educational programs that are specially designed and individualized based on their learning abilities should be among the most effective instructional methods implemented. Today, the number of studies on the use of technology in educating children with ASD has increased, and the results of these studies demonstrate that children with ASD learn better using technological devices (Basil & Reyes, 2003; Bosseler & Massaro, 2003; Clark & Green, 2004; Coleman-Martin, Heller, Cihak, & Irvine, 2005; Delano, 2007; Moore & Calvert, 2000). Cohen (1996) mentioned the significance of visual aid systems for educating children with ASD and stressed that they learn by seeing rather than hearing (Bolte, Golan, & Zwaigenbaum, 2010; Coleman-Martin et al., 2005; Rao & Gagie, 2006). Technology-supported educational applications can be scrutinized into three categories in terms of educating children with ASD: (a) applications that utilize low-level technology; (b) applications that utilize medium-level technology; and (c) applications that utilize high-level technology (Michael, 2004). Applications that utilize low-level technology are those that peruse visuals with pictures. Activity schedules, calendars, and picture charts in particular can be considered in this group. Applications in this group do not require the use of an electric-powered device. The Picture Exchange Communication System (PECS) and social stories developed by Gray (1993) are examples of applications in this group (Dettmer et al., 2000; McClannahan & Krantz, 1999; Michel, 2004). Applications that utilize medium-level technology are conducted with the help of simple devices. These applications can be implemented using tape recorders or other recording devices. Timers used in teaching children with autism can be given as another example of this. These devices are generally used with visual and textual cues (Michel, 2004). High-tech applications present high costs. Technological devices such as desktop computers, notebooks, smart phones, video cameras, software, and scanners could be considered in this group. The number of high-tech applications in the training of children with autism increases every day. Study results demonstrate that high-tech use improves the attention span of children with autism, decreases their behavioral problems, and facilitates their achievement in leisure and game skills (Dauphin, Kinney, & Stromer, 2004). A literature review of the studies conducted using high technologies is considered helpful for researchers in the field both nationally and internationally. Furthermore, researchers are assumed to be able to access the software mentioned in this study, as well as benefit from the knowledge base that has been created.PurposeThe purpose of this study is to review studies conducted over children with ASD using high technologies.MethodResearch DesignThe findings of this study were analyzed using document analysis, a qualitative research method. …