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ERIC Number: EJ923682
Record Type: Journal
Publication Date: 2011
Pages: 21
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0896-3746
Caregiver Perspectives about Assistive Technology Use with Their Young Children with Autism Spectrum Disorders
Cardon, Teresa A.; Wilcox, M. Jeanne; Campbell, Philippa H.
Infants and Young Children, v24 n2 p153-173 Apr-Jun 2011
The purpose was to examine how caregivers of infants and toddlers with autism spectrum disorder view their daily activities/routines and in what way, if any, assistive technology (AT) acts as a support. A total of 134 families who reported their child's disability as autism spectrum disorder/pervasive developmental disorder completed a survey designed to gain information about activities/routines (eg, bath time, mealtime, etc) and potential use of AT to support a child's participation in the routine. Frequency counts were utilized to determine the percentage of caregiver responses in each activity/routine category. Responses to open-ended questions were examined and coded to supplement the information gained through the forced-choice questions. Results indicated that caregivers reported difficulties with all sampled activities/routine. The problem reported most frequently(39.9%) was a child's inability to participate in the routine. Less than half of the caregivers reported being able to find solutions that incorporated the use of AT. Although some caregivers reported using AT, actual use of AT was minimal. In addition, caregivers reported limited support and training on the use of AT. Assistive technology has been established as an effective means of providing intervention during daily activities/routines. Research indicates caregivers have large misconceptions about what AT is and receive minimal support from their early intervention providers in understanding AT.
Lippincott Williams & Wilkins. 351 West Camden Street, Baltimore, MD 21201. Tel: 800-638-3030; e-mail: customerservice@lww.com; Web site: http://www.lww.com
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R324B070033