Technology Tools for Students with Autism
Brookes Publishing Co (Verlag)
978-1-59857-262-9 (ISBN)
- Titel nicht im Sortiment
- Artikel merken
Discover technologies that help
support the overall learning of children on the autism spectrum
teach social skills and support emotion regulation through independent data collection
develop executive function strategies and improve flexibility, memory, and transitions
boost literacy and language skills
support young adults' transition to the workplace
make data collection and program evaluation more effective and efficient
strengthen teacher training programs
enhance use of evidence-based practices
Explore the benefits of technologies like
apps for education, communication, behavior regulation, and more
video modeling
language processing software
customized digital stories and book creator apps
element cue supports
emotional regulation and sensing technologies
interactive learning software to improve feedback and metacognition
visualization and mind mapping apps
text-to-speech and speech to text software
e-readers and tablets with integrated multimedia (e.g., cameras, microphones, etc.)
electronic data collection forms for use with handheld devices
and more
Gregory D. Abowd, D.Phil., is Regentsa and Distinguished Professor in the School of Interactive Computing at the Georgia Institute of Technology. He received the degrees of M.Sc. and D.Phil. in computation from the University of Oxford. Dr. Abowd leads a research group interested in human-centered applications of mobile and ubiquitous computing technologies, with an emphasis on home and health. He was a leader in establishing the importance of computing technology to address a variety of challenges linked to autism and has published widely on this topic and assisted in the development of commercial solutions. He is Fellow of the Association of Computing Machinery (ACM). In 2009, he was awarded the ACM Eugene Lawler Humanitarian Award for his research efforts. Rosa I. Arriaga, Ph.D., is a developmental psychologist in the School of Interactive Computing and Director of Pediatric Research for the Health Systems Institute at Georgia Institute of Technology. Her emphasis is on using psychological theory and methods to address fundamental topics of human-computer interaction. Current research interests in the area of health include how technology and crowd sourcing can aid individuals with autism spectrum disorders and their caregivers, how mobile solutions can improve chronic care management, and how lab-based technologies can be scaled and deployed to broaden their impact. Emma Ashwin, Ph.D., received her undergraduate degree in psychology at the University of Cambridge in 2003 and subsequently began work as a research assistant at the Autism Research Centre (ARC) in Cambridge, England. She then completed a Ph.D. in the ARC, investigating fetal hormonal effects on social and emotional development and the effects on later brain function and structure. She is currently a research scientist at Bath University, England. Simon Baron-Cohen, Ph.D., Director of the Autism Research Centre (ARC) in Cambridge, England, is Professor of Developmental Psychopathology at the University of Cambridge and Fellow at Trinity College, Cambridge. He holds degrees in Human Sciences from New College, Oxford, a Ph.D. in Psychology from University College, London, and an M.Phil. in Clinical Psychology at the Institute of Psychiatry. He is Director of the Cambridge Lifespan Asperger Syndrome Service, a clinic for adults with suspected autism. He is author or editor of numerous books for both scholarly audiences and parents and teachers and is author of the DVDROM "Mind Reading," nominated for a BAFTA for Best Off-Line Learning. He is also editor-in-chief of the online open access journal "Molecular Autism." He has received awards from the American Psychological Association, the British Association for the Advancement of Science, and the British Psychological Society for his research into autism, which currently is focused on testing the a extreme male braina theory. He has been president of the Psychology Section of the BA and vice president of the International Society for Autism Research as well as the National Autistic Society. Katharine P. Beals, Ph.D., holds a Ph.D. in linguistics from the University of Chicago and worked for 5 years as a senior software engineer in the Natural Language group of Unisys Corporation before joining the University of Pennsylvania Graduate School of Education and Drexel University School of Education. Her research interests include language acquisition, educational software, and the education of children with autism. She has presented posters at the Autism Association of America and International Meeting for Autism Research conferences and has published articles and book chapters on computational linguistics, pragmatics, and autism. She is also the architect of the GrammarTrainer software program, a comprehensive English grammar curriculum for children on the autistic sp"
| Verlagsort | Baltimore |
|---|---|
| Sprache | englisch |
| Maße | 180 x 254 mm |
| Gewicht | 650 g |
| Themenwelt | Geisteswissenschaften ► Psychologie ► Persönlichkeitsstörungen |
| Sozialwissenschaften ► Pädagogik ► Sonder-, Heil- und Förderpädagogik | |
| ISBN-10 | 1-59857-262-8 / 1598572628 |
| ISBN-13 | 978-1-59857-262-9 / 9781598572629 |
| Zustand | Neuware |
| Informationen gemäß Produktsicherheitsverordnung (GPSR) | |
| Haben Sie eine Frage zum Produkt? |
aus dem Bereich
