Computer Assisted Instruction: CAI: for Autism: Personalized Learning Paths: CAI Tools for Autistic Learners

1. What is CAI and why is it beneficial for autistic learners?

One of the challenges that educators face when teaching autistic learners is how to provide individualized and differentiated instruction that meets their diverse needs and preferences. Autistic learners often have difficulties with social communication, sensory processing, attention, and executive functioning, which can affect their learning outcomes and engagement. To address these challenges, computer assisted instruction (CAI) has emerged as a promising approach that leverages technology to deliver personalized and adaptive learning experiences for autistic learners. CAI can offer several benefits for autistic learners, such as:

- Enhancing motivation and interest. CAI can use multimedia elements, such as animations, sounds, and graphics, to capture the attention and interest of autistic learners, who often have strong visual and auditory preferences. CAI can also provide immediate and positive feedback, rewards, and reinforcement, which can increase the self-efficacy and confidence of autistic learners.

- Reducing anxiety and stress. CAI can create a safe and comfortable learning environment for autistic learners, who may feel overwhelmed or anxious in traditional classroom settings. CAI can allow autistic learners to work at their own pace, choose their own level of difficulty, and control their own learning path. CAI can also reduce the social demands and expectations that autistic learners may find challenging, such as interacting with peers or teachers, or following verbal instructions.

- improving skills and knowledge. CAI can target specific skills and domains that autistic learners may need to improve, such as language, literacy, numeracy, social skills, or cognitive skills. CAI can provide explicit and structured instruction, scaffolding, and practice, which can help autistic learners acquire and generalize new skills and knowledge. CAI can also monitor the progress and performance of autistic learners, and adjust the content and delivery accordingly, to ensure optimal learning outcomes.

To illustrate how CAI can benefit autistic learners, let us consider some examples of CAI tools that have been developed and evaluated for this population. These tools can be categorized into three types, based on their main objectives and features:

1. CAI tools for skill acquisition. These tools aim to teach autistic learners specific skills or concepts, such as vocabulary, grammar, math, or social cues. For example, the Autism Language Program (ALP) is a CAI tool that teaches autistic learners how to use language in various contexts, such as greetings, requests, or narratives. The ALP uses a combination of video modeling, audio narration, and interactive exercises, to provide explicit and systematic instruction, feedback, and practice. The ALP has been shown to improve the language skills and comprehension of autistic learners, as well as their generalization and maintenance of the learned skills.

2. CAI tools for skill enhancement. These tools aim to enhance the existing skills or abilities of autistic learners, such as memory, attention, or problem-solving. For example, the Cognitive Training Program (CTP) is a CAI tool that trains autistic learners on various cognitive tasks, such as matching, sorting, sequencing, or categorizing. The CTP uses a game-like interface, with different levels of difficulty and complexity, to provide adaptive and engaging training, feedback, and rewards. The CTP has been shown to improve the cognitive performance and flexibility of autistic learners, as well as their transfer and application of the trained skills.

3. CAI tools for skill support. These tools aim to support the everyday functioning and independence of autistic learners, such as communication, organization, or self-regulation. For example, the Personal Assistant for life Long learning (PAL) is a CAI tool that assists autistic learners with their daily activities, such as scheduling, planning, or reminding. The PAL uses a mobile device, such as a smartphone or a tablet, to provide personalized and context-aware assistance, guidance, and prompts. The PAL has been shown to improve the autonomy and self-management of autistic learners, as well as their quality of life and well-being.

2. What are they and how can they help autistic learners achieve their learning goals and preferences?

One of the main challenges that autistic learners face is the lack of individualized and flexible instruction that suits their unique needs, strengths, and interests. Traditional methods of teaching often rely on rigid curricula, standardized assessments, and uniform expectations that may not account for the diversity and variability of the autism spectrum. This can result in frustration, boredom, anxiety, and low motivation for many autistic learners, who may feel misunderstood, excluded, or overwhelmed by the learning environment. To address this issue, some researchers and educators have proposed the use of personalized learning paths (PLPs) as a way to enhance the effectiveness and engagement of computer assisted instruction (CAI) for autism.

PLPs are customized sequences of learning activities that are tailored to the specific goals, preferences, and abilities of each learner. PLPs can be designed by teachers, parents, or learners themselves, using various CAI tools that offer a range of options and features. PLPs can help autistic learners achieve their learning goals and preferences by:

- Allowing them to choose the topics, themes, and formats of the learning content that interest them and match their cognitive and sensory styles. For example, some learners may prefer to learn about animals, while others may enjoy science fiction. Some learners may like to watch videos, while others may prefer to read text or listen to audio. Some learners may benefit from visual aids, such as pictures, graphs, or animations, while others may find them distracting or overwhelming.

- Adapting to their pace and level of learning, by providing feedback, scaffolding, and differentiation that are appropriate for their current skills and progress. For example, some learners may need more practice and repetition, while others may seek more challenge and variety. Some learners may require explicit and structured guidance, while others may prefer more autonomy and exploration. Some learners may excel in certain domains, such as math or music, while others may struggle with them.

- supporting their social and emotional development, by incorporating elements that foster communication, collaboration, empathy, and self-regulation. For example, some learners may benefit from interacting with peers, mentors, or virtual characters, while others may prefer to work independently or with familiar adults. Some learners may enjoy games, stories, or simulations that involve social scenarios, while others may find them stressful or confusing. Some learners may need help with managing their emotions, such as anger, anxiety, or boredom, while others may need encouragement to express their feelings and opinions.

To illustrate how PLPs can be implemented using CAI tools for autistic learners, here are some examples of possible PLPs for different learners and goals:

- PLP 1: improving reading comprehension skills. The learner is a 10-year-old boy who loves dinosaurs and has difficulty with inferencing and summarizing. The PLP consists of the following activities:

1. The learner watches a short video about dinosaurs, narrated by a friendly and expressive virtual character. The video includes subtitles, images, and animations that support the verbal information.

2. The learner answers multiple-choice questions about the main idea, details, and vocabulary of the video, with immediate feedback and hints from the virtual character.

3. The learner plays a matching game, where he has to pair dinosaur names with their pictures and descriptions, using drag-and-drop and voice commands.

4. The learner creates a summary of the video, using a sentence builder tool that provides word choices and sentence starters. The learner can also record his own voice or type his summary. The virtual character provides positive reinforcement and suggestions for improvement.

5. The learner shares his summary with a peer or a parent, who can comment and ask questions. The learner can also view and comment on other learners' summaries.

- PLP 2: Developing musical skills and creativity. The learner is a 12-year-old girl who has a talent for music and likes to compose her own songs. The PLP consists of the following activities:

1. The learner listens to a song from a genre that she likes, such as pop, rock, or jazz. The song has lyrics, melody, and accompaniment. The learner can adjust the volume, speed, and pitch of the song, as well as mute or isolate different parts of the song.

2. The learner analyzes the song, using a music notation tool that shows the notes, chords, and rhythms of the song. The learner can also see the lyrics and their meaning, as well as the song structure and form. The learner can also play along with the song, using a virtual keyboard, guitar, or drum set.

3. The learner modifies the song, using a music editing tool that allows her to change the lyrics, melody, or accompaniment of the song. The learner can also add effects, such as reverb, distortion, or echo. The learner can also record her own voice or instrument, or use a synthesizer or sampler to create new sounds.

4. The learner creates her own song, using a music composition tool that provides templates, loops, and samples from different genres and instruments. The learner can also write her own lyrics, using a rhyme generator and a word bank. The learner can also record her own voice or instrument, or use a synthesizer or sampler to create new sounds.

5. The learner performs her song, using a karaoke tool that shows the lyrics and notes of her song, as well as a virtual audience that reacts to her performance. The learner can also share her song with a peer or a parent, who can rate and comment on her song. The learner can also listen and comment on other learners' songs.

3. A list of the sources and citations used in the blog

The blog post has discussed the benefits and challenges of computer assisted instruction (CAI) for autistic learners, as well as some of the best practices and recommendations for designing and implementing personalized learning paths (PLPs) using CAI tools. In this segment, we will provide a list of the sources and citations that have informed and supported our analysis and arguments. These references are categorized into three groups: (1) academic research on CAI and autism, (2) online resources and platforms for CAI and PLPs, and (3) personal testimonials and experiences from autistic learners and educators. We will also briefly explain how each source has contributed to our understanding and evaluation of CAI and PLPs for autism.

1. Academic research on CAI and autism. These are peer-reviewed articles, books, and reports that have examined the theoretical and empirical aspects of CAI and autism, such as the cognitive, behavioral, and social effects of CAI on autistic learners, the pedagogical and technological principles and features of CAI for autism, and the outcomes and challenges of CAI interventions and programs for autism. Some examples of these sources are:

- Alzrayer, N., Banda, D. R., & Koul, R. K. (2014). Use of iPad/iPods with individuals with autism and other developmental disabilities: A meta-analysis of communication interventions. Review Journal of Autism and Developmental Disorders, 1(3), 179-191. Https://doi.org/10.1007/s40489-014-0018-5

- This article provides a meta-analysis of 12 studies that have used iPad/iPod devices as CAI tools for enhancing the communication skills of individuals with autism and other developmental disabilities. The results show that iPad/iPod devices are effective and efficient in improving the expressive and receptive language abilities of autistic learners, as well as their social interaction and engagement.

- Fletcher-Watson, S., & Happé, F. (2019). Autism: A new introduction to psychological theory and current debate. Routledge. Https://doi.org/10.4324/9781315102210

- This book offers a comprehensive and updated overview of the psychological theories and debates on autism, covering topics such as the diagnosis, prevalence, and causes of autism, the cognitive and neural mechanisms underlying autistic traits, and the implications and applications of autism research for education, intervention, and policy. The book also discusses the role and potential of CAI for autism, highlighting the advantages and limitations of CAI as a learning and teaching tool for autistic learners.

- Moore, M., & Calvert, S. (2000). Brief report: Vocabulary acquisition for children with autism: Teacher or computer instruction. Journal of Autism and Developmental Disorders, 30(4), 359-362. Https://doi.org/10.1023/A:1005535602064

- This article reports a study that compared the effectiveness of teacher instruction and computer instruction for teaching vocabulary words to children with autism. The results indicate that computer instruction was more effective than teacher instruction for increasing the receptive vocabulary of autistic children, suggesting that CAI can be a useful supplement to traditional instruction for autistic learners.

2. Online resources and platforms for CAI and PLPs. These are websites, blogs, podcasts, videos, and other digital media that provide information, guidance, and examples of CAI and PLPs for autism, such as the features, benefits, and challenges of CAI and PLPs, the best practices and tips for designing and implementing CAI and PLPs, and the reviews and recommendations of CAI tools and platforms for autism. Some examples of these sources are:

- Autism Speaks. (n.d.). Technology and autism. Https://www.autismspeaks.org/technology-and-autism

- This website is a leading autism advocacy organization that provides various resources and support for autistic individuals and their families. One of the topics that the website covers is technology and autism, where it offers information and advice on how to use technology to help autistic learners with communication, education, and social skills. The website also features a list of apps and software that are designed or recommended for autism, as well as stories and videos of how technology has improved the lives of autistic people.

- Edutopia. (2016, April 14). Personalized learning: A working definition [Video]. YouTube. Https://www.youtube.com/watch?v=7McTps0mNDE

- This video is produced by Edutopia, a website that showcases evidence-based and innovative practices in education. The video explains the concept and components of personalized learning, which is an approach that tailors the learning experience to the needs, interests, and goals of each learner. The video also provides examples of how personalized learning can be implemented in different settings and contexts, such as using technology, project-based learning, and learner profiles.

- Stahmer, A. C., & Schreibman, L. (2014, October 9). How to use technology to help kids with autism [Audio podcast episode]. In TED Radio Hour. NPR. Https://www.npr.org/2014/10/09/354802919/how-to-use-technology-to-help-kids-with-autism

- This podcast episode features an interview with two autism experts, Dr. Aubyn Stahmer and Dr. Laura Schreibman, who share their insights and experiences on how to use technology to help children with autism. They discuss the benefits and challenges of using technology for autism, such as the potential of technology to enhance the social and communication skills of autistic children, as well as the risks of over-reliance and isolation. They also give examples of how technology can be used in conjunction with evidence-based interventions and strategies for autism, such as applied behavior analysis (ABA) and naturalistic developmental behavioral interventions (NDBI).

3. Personal testimonials and experiences from autistic learners and educators. These are narratives, opinions, and reflections from autistic learners and educators who have used or encountered CAI and PLPs for autism, such as the advantages and disadvantages of CAI and PLPs, the personal and professional impacts of CAI and PLPs, and the suggestions and feedback for improving CAI and PLPs. Some examples of these sources are:

- Grandin, T. (2013). The autistic brain: Thinking across the spectrum. Houghton Mifflin Harcourt.

- This book is written by Dr. Temple Grandin, a renowned autistic scientist, author, and speaker, who shares her personal and professional journey of living and working with autism. The book explores the latest research and discoveries on the autistic brain, such as the differences and diversity in the sensory, cognitive, and emotional processing of autistic people. The book also discusses the implications and applications of these findings for education, intervention, and employment for autistic individuals, as well as the role and value of technology for autism, such as the use of visual aids, multimedia, and virtual reality.

- Higashida, N. (2013). The reason I jump: The inner voice of a thirteen-year-old boy with autism. Random House.

- This book is written by Naoki Higashida, a young autistic boy from Japan, who answers various questions about his life and thoughts with autism, such as why he jumps, why he repeats words, and what he wishes people knew about him. The book is translated and introduced by David Mitchell, a bestselling author and the father of an autistic son, who also shares his perspective and experience of raising and understanding an autistic child. The book reveals the unique and rich inner world of autistic people, as well as the challenges and joys of living with autism.

- Kapp, S. K. (2019, April 2). How technology can help autistic people bridge the gap between education and work. The Conversation. Https://theconversation.com/how-technology-can-help-autistic-people-bridge-the-gap-between-education-and-work-114507

- This article is written by Dr. Steven Kapp, an autistic lecturer and researcher on autism, who discusses how technology can help autistic people bridge the gap between education and work. He argues that technology can provide autistic people with more opportunities and support for learning and working, such as by offering personalized and flexible modes of instruction and assessment, enhancing communication and collaboration skills, and facilitating access and inclusion in various settings and domains. He also acknowledges the limitations and challenges of technology for autism, such as the need for individualization, adaptation, and evaluation of technology for different autistic users and contexts.