Papers by Sathiyaprakash Ramdoss
Research in Developmental Disabilities, 2013
Autism and Child Psychopathology Series, 2014
This chapter strives to provide examples, explanations, research findings, and implications for u... more This chapter strives to provide examples, explanations, research findings, and implications for use of AT with students with VI and blindness. First, we discuss various definitions of VI and blindness, prevalence of the impairments, common challenges associated with VI and blindness, and the process of fitting AT to students. We then focus on explanations and research findings on AT-relevant assessments of VI and blindness, and AT for pre-academic learning, reading, writing, mathematics, and science students. For each domain of learning, discussions of AT items are grouped according to whether the AT enhances the sight capabilities of users or engages senses and abilities other than sight. Last, we conclude by addressing a number of clinical and academic implications of use of AT with students with VI and blindness, including implications related to assessment, AT selection, teaching and encouraging use of AT, technology abandonment, and future research. 114 A. M. Mulloy et al. 5 Assistive Technology for Students with Visual Impairments and Blindness 115 116 A. M. Mulloy et al. 124 A. M. Mulloy et al.
Assistive Technology for People with Autism Spectrum Disorders
Autism and Child Psychopathology Series, 2014
ABSTRACT This chapter provides a review and discussion of research involving the use of assistive... more ABSTRACT This chapter provides a review and discussion of research involving the use of assistive technology in the education and treatment of individuals with autism spectrum disorders (ASD). Specifically, research involving assistive technology to support or improve the: (a) communication skills, (b) social arid emotional skills, and (c) daily living and other adaptive skills of people with ASD. For each of these areas, the studies are analyzed and summarized in terms of participant characteristics, dependent variables, intervention components, and outcomes. The aim of these summaries is to guide practitioners and researchers in their efforts to make effective use of assistive technology for improving the quality of life of people with ASD.
Research in Autism Spectrum Disorders, 2011
Journal of Developmental and Physical Disabilities, 2012
We provide a systematic analysis of studies investigating the effectiveness of computer-based int... more We provide a systematic analysis of studies investigating the effectiveness of computer-based interventions (CBI) to promote daily living skills (e.g., navigating public transit, shopping, and food preparation) in individuals with intellectual disability. This review synthesizes intervention outcomes and describes software features and system requirements for each CBI. This review has three aims: (a) to evaluate the evidence-base regarding CBI, (b) to inform and guide practitioners interested in using CBI and, (c) to stimulate and guide future research aimed at promoting daily living skills in individuals with intellectual disability. The majority of the participants in the reviewed studies were identified as having moderate intellectual disability. The results of this review suggest that CBI is a promising approach for promoting daily living skills in individuals with intellectual disability. Additional research is needed before CBI could be considered a well-established intervention.
Journal of Behavioral Education, 2011
The purpose of this review is to provide a systematic analysis of studies involving the use of co... more The purpose of this review is to provide a systematic analysis of studies involving the use of computer-based interventions (CBI) to teach communication skills to children with autism spectrum disorders (ASD). This review evaluates intervention outcomes, appraises the certainty of evidence, and describes software and system requirements for each included study. This review has three main aims: (a) to evaluate the evidence-base regarding CBI, (b) to inform and guide practitioners interested in using CBI, and (c) to stimulate and guide future research aimed at improving the efficiency and effectiveness of CBI in communication for individuals with ASD. Results suggest that CBI should not yet be considered a researched-based approach to teaching communication skills to individuals with ASD. However, CBI does seem a promising practice that warrants future research.
Developmental Neurorehabilitation, 2012
Objective: To review studies involving the use of computer-based interventions (CBI) to improve t... more Objective: To review studies involving the use of computer-based interventions (CBI) to improve the social and emotional skills (e.g. emotional recognition) of individuals with autism spectrum disorders (ASD). Methods: The use of computer-based intervention (CBI) in the treatment of autism spectrum disorders (ASD) may offer some advantages to traditional one-to-one or group instruction including easier differentiation of instruction, decreased distractions and the incorporation of an individual's relative visual learning strengths. However, the results of past research suggest varying outcomes for CBI with individuals with ASD. This review provides a systematic analysis of studies investigating CBI to improve social and emotional skills (e.g. emotion recognition) of individuals with ASD. Electronic database searches and ancestral searches were used to identify studies that met pre-determined inclusion criteria. The included studies were then summarized in terms of: (a) participant characteristics, (b) social and emotional skills targeted, (c) details of the CBI, (d) results, and (e) certainty of evidence. Results: The results of these studies indicated that CBI's effect on social and emotional skills was mixed, with the majority of studies reporting unacceptable outcomes following intervention. Conclusions: Overall, this review suggests that the use of CBI to improve the social and emotional skills of individuals with ASD is a promising practice. A comparison of CBI plus tutoring and face-to-face social skills training suggests that CBI can be as effective as face-to-face instruction. Practitioners should carefully consider the preferences and existing abilities of individuals with ASD and the customizability of the software when deciding to use CBI and selecting a software program.
Annals of Dyslexia, 1995
The article reports on a support services program for postsecondary students with learning disabi... more The article reports on a support services program for postsecondary students with learning disabilities that was found to be particularly conducive to the conversion of research findings into practical applications in such a way that it measurably enhanced students' immediate and long-term academic performance. The results of both clinical and controlled research on persons with learning disabilities were applied to: (1) the prescription of services and compensatory strategies, including assistive technology, in relation to the diagnosis of specific disabilities; and (2) the preparation of a written composition curriculum for persons with learning disabilities which emphasizes the use of assistive computer technology. The paper concludes with an identification of those elements in the setting that appeared to promote the collaboration of both researchers and practitioners. These included:
Journal of Developmental and Physical Disabilities, 2013
We evaluated the effects of Social Stories ™ and video modeling for teaching two students with As... more We evaluated the effects of Social Stories ™ and video modeling for teaching two students with Asperger syndrome to greet school staff. A Social Story ™ describing how to greet teaching staff and other adults at school was introduced across participants in a multiple-baseline design. After the students demonstrated they had learned to make a simple greeting (e.g., Hi), video modeling was introduced to teach them to produce a more complex greeting (e.g., Hello. How are you?"). The two students learned to greet teachers and researchers, but they did not consistently use the more complex greeting response with the teachers. The results suggest that the Social Stories ™ and video modeling interventions were moderately effective in teaching the targeted greeting responses.
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Papers by Sathiyaprakash Ramdoss