A team approach to mobile device implementation for transition-age students with autism spectrum disorders (ASD)

Abstract

Adolescents with autism spectrum disorder (ASD) have poor outcomes related to education, employment and independent living as they transition out of the school system (Roux, Shattuck, Rast, Rava, & Anderson, 2015; Wei, Wagner, Hudson, Yu & Shattuck, 2015). Software applications on mobile devices, such as smartphones and tablets, are types of assistive technology (AT) that may help increase the ability of individuals with ASD to function independently and reduce their need for support from teachers, therapists, or job coaches (Gentry, Kriner, Sima, McDonough, & Wehman, 2015; Kim & Kimm, 2017; Odom et al., 2015; Walsh, Holloway, McCoy, & Lydon, 2017). However, there is a need for guidelines and implementation procedures to avoid misuse of the device, carryover of the device post-graduation, and address professional knowledge as it relates to this new technology. The Knowledge to Action (KTA) framework by Graham et al. (2006) suggests the creation of knowledge tools and products, such as guidelines and decision aids to increase access to knowledge for professionals. Using this framework, the Human Activity Assistive Technology (HAAT) model (Cook & Polger, 2015), as well as reviewing the available evidence on mobile devices, apps and assistive technology, a set of guiding documents were developed. The documents consist of a variety of tools, such as flowcharts, checklists, and guiding questions that can assist school-based teams in implementing mobile devices with transition-age students with ASD. In addition, a funding plan, evaluation, and dissemination needs of a pilot implementation of these documents in a school-based setting are proposed.