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El. knyga: Seeing Autism through Parents' Feedback, Sketchnotes, Technology, and Evidence-based Practices

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Seeing Autism is a comprehensive but easy-to-understand guidebook for caretakers, parents, educators, counselors, therapists, and researchers on various aspects of rearing and supporting children with autism spectrum disorder. It provides textual and visual information on technology tools, symptoms, diagnosis, auditory, sensory, visual, physical, and educational issues, as well as strategies and practices to help children on the Autism Spectrum reach their potential. 

Seeing Autism uniquely capitalizes on sketchnotes, a visual thinking tool, to communicate information and practices. Sketchnotes provide a unique space that can help the reader think differently, generate a variety of ideas, explore alternatives, and develop constructive points for expressing ideas and developing visual communication aids. This book will assist parents, educators, and professionals in schools (counselors, school psychologists, librarians) who work with children diagnosed with ASD; it will help readers increase their knowledge of autism and gain an appreciation for evidence-based practices and forms of technology that can be used to support learners on the autism spectrum. 

 “This book is a call to arms and is as much a resource for the family friend as it is for the provider coming to the home. In the book Seeing Autism, Dr. Demetria Ennis-Cole helps individuals gain an incredible perspective and learn the struggles, challenges and joys of families rearing children, teens and adults on the spectrum.  This book covers the entire spectrum and is a fantastic mix of research, parent perspective, and even sketchnotes for visual learners. The material is well-balanced and is a great resource to support individuals on the spectrum at home, in the community or in the classroom." 

Brad McGarry

Father, Speaker, Author and Director of the Autism Initiative at Mercyhurst University

1 Introduction 1(12)
Portrayals of Autism in the Media
3(2)
Evidence-Based Discussions of ASD
5(1)
About this Book
6(1)
Demographic Information of Parents Surveyed
6(4)
Summary
10(1)
References
11(2)
2 The Triad of Impairment in ASD 13(12)
Language/Communication
14(1)
Technology to Support Language Development
15(1)
Social Interaction
16(1)
Apps for Communication and Social Awareness
17(1)
Connections Between Oral and Written Communication and Social Understanding
17(1)
Making Social Connections with Technology
17(1)
Sensory Issues
18(1)
Challenging Behavior (Stereotypical and Restrictive)
19(1)
Parenting Challenges Due to the Triad of Impairment
19(3)
Repetitive Behavior
19(1)
Aggression
20(1)
Noncompliance
21(1)
Perseveration
21(1)
Anxiety
22(1)
Summary
22(1)
References
23(2)
3 Parents' Perceptions of Their Lives 25(16)
Life Is Demanding
26(2)
Financial Pressure
28(1)
Child's Behavior
28(2)
Parental Overload
30(1)
Limited Assistance
31(1)
Life Is Stressful
31(2)
Life Is Lonely and Isolating
33(2)
Life Is Full of Worry
35(3)
Summary
38(1)
References
39(2)
4 Diagnosis and Support 41(10)
Paths to Diagnosis
42(1)
Some Diagnostic Instruments
42(1)
Eye Tracking Technology and Autism Diagnosis
43(1)
Using a Team Approach: The Family, School, Medical Establishment, Mentor Parents, and State and Federally Funded Programs
44(5)
The Family
44(1)
School Professionals
45(2)
The Medical Establishment
47(1)
Mentor Parents
48(1)
Federal and State Funded Programs for Medicaid
48(1)
Summary
49(1)
References
50(1)
5 Sensory Systems and Autism 51(12)
Auditory Issues
51(2)
Parents' Comments on Sensory Issues
53(1)
Tactile and Olfactory Issues
54(1)
Visual Processing Issues
55(3)
Visual Tools for Learning
58(2)
Summary
60(1)
References
61(2)
6 Physical Comfort and Safety 63(8)
Interacting with Professionals in the Community
64(1)
Using Technology for Physical Safety and Tracking
65(1)
Using Technology to Create Personalized Documentation
66(2)
Special Needs Trusts and Guardianship
68(1)
Emergency Preparation
69(1)
Summary
70(1)
Reference
70(1)
7 Creating a Positive Learning Environment 71(12)
Individualized Supports and Services
72(1)
Structured Learning Environments
73(3)
Specific Curriculum Content
76(1)
Addressing Behavioral Challenges
77(1)
Family Involvement
78(2)
Summary
80(2)
References
82(1)
8 Evidence-Based Practices (EBP) in Autism 83(8)
What Are EBP?
84(1)
Technology-Aided Instruction and Intervention (TAII) and Other Forms of EBP
85(3)
Summary
88(1)
References
89(2)
9 Using Technology in ASD: Communication and the Triad of Impairment 91(8)
Using Technology to Communicate with Other Parents and Family Members
92(2)
Using Advanced Technologies for Education
94(1)
Visual Learning and Understanding with Advanced Technologies
95(1)
Conclusion
96(1)
Summary
96(1)
References
97(2)
References 99(6)
Index 105
Demetria Ennis-Cole, Professor in the Department of Learning Technologies at the University of North Texas, has degrees in Computer Science and Curriculum & Instruction (emphasis area: Computer Education). She worked in industry as a Programmer for International Business Machines, and spent 6 years at Louisiana State University as a Computer Analyst before accepting a faculty position with The University of North Texas.

Xue Yang is a designer, trainer, and university faculty member who develops and delivers instruction on visual culture and media literacy through the Educational Technology Department of Shanghai International Studies University.



Lin Lin is an Associate Professor of Learning Technologies at The University of North Texas. Lins research looks into interactions between the mind, brain, and technology in complex learning environments. She has conducted research on 1) media multitasking; 2) learning in online, blended, and virtual/augmented reality environments. Lin has published over 30 refereed articles in journals including the Proceedings of the National Academy of Sciences (PNAS) of USA, Pediatrics, Educational Technology Research and Development (ETR&D), and Computers and Education in addition to a dozen book chapters and over 60 conference papers. Lin is currently co-editing two books, one focusing on the constructive articulation between learning sciences and instructional technology communities, and another focusing on innovative instructional design approaches. Lin serves as the Associate Director of Texas Center for Educational Technology (TCET), and Co-Director of a Joint-Lab on Big Data, Little Devices, and Life-long Learning. She is Associate Editor for the International Journal of Smart Technology and Learning (IJSmartTL) as well an editorial board member of several other peer-reviewed journals. Lin received her doctoral degree in Instructional Technology and Media at Teachers College, Columbia University.