Computer Interventions for ASD

Abstract

Information and communication technologies have changed the way that we con- ceptualize how learning takes place and how people acquire knowledge. In many educational settings, we now expect to find computers and multimedia platforms as an integral part of the learning process. The use of computer technology provides many choices regarding the place, pace, structure, intensity, medium, and the time of learning, among other things (Anohina 2005), making it a versatile learning tool in educational settings. What are the implications of using computers to assist in the instruction and enhance the learning of individuals with autism spectrum disorders (ASD)? For many, the use of computers for individuals with ASD has been viewed as having great potential (Battocchi et al. 2010; Ferrari and Harris 1981; Gutierrez- Griep 1984; Heimann et al. 1995; Malone 1981); however, our understanding of the efficacy of these approaches for learning is really in its infancy.