Technology-Supported Models for Individuals with Autism Spectrum Disorder
Autism can be defined as a common developmental disorder that manifests itself as a disconnection in social communication. In individuals with autism, sometimes speech does not develop at all, and even if it develops, the individual does not prefer to communicate by talking. Thus, other ways are nee...
Main Authors: | , , , , , |
---|---|
Format: | Article |
Language: | English |
Published: |
Kassel University Press
2020-12-01
|
Series: | International Journal of Emerging Technologies in Learning (iJET) |
Subjects: | |
Online Access: | https://online-journals.org/index.php/i-jet/article/view/18791 |
id |
doaj-334f9973745c4065ad4c3b7b40fb4e18 |
---|---|
record_format |
Article |
spelling |
doaj-334f9973745c4065ad4c3b7b40fb4e182021-01-02T15:23:34ZengKassel University PressInternational Journal of Emerging Technologies in Learning (iJET)1863-03832020-12-011523748410.3991/ijet.v15i23.187916865Technology-Supported Models for Individuals with Autism Spectrum DisorderBeria Gokaydin0Anna V. Filippova1Natalia E. Sudakova2Victoriya V. Sadovaya3Irina V. Kochova4Nigina S. Babieva5Near East University, North Cyprus, Mersin 10 TurkeyPlekhanov Russian University of Economics, Moscow, Russia.1)Moscow Academy of Professional Competencies, Moscow Russia; 2)Russian Presidential Academy of National Economy and Public Administration, Moscow Russia.Kazan (Volga region) Federal University, Kazan, Russia.Financial University under the Government of the Russian Federation, Moscow, RussiaI. M. Sechenov First Moscow State Medical University (Sechenov University), Moscow, RussiaAutism can be defined as a common developmental disorder that manifests itself as a disconnection in social communication. In individuals with autism, sometimes speech does not develop at all, and even if it develops, the individual does not prefer to communicate by talking. Thus, other ways are needed to communicate with individuals with autism. Today, the most important of these ways is technology, especially educational technology. The use of technology for individuals with Autism spectrum disorder (ASD) is on the rise today. The purpose of this study was to present up-to-date information on research using technology-based intervention methods in teaching skills in different developmental areas to individuals from different age groups with ASD and to reveal whether this intervention method is effective. This study was carried out using qualitative research methodology, document analysis and related content analysis. Scopus is based on the analysis of published documents searched with the keywords ‘autism and technology-based’ in the database. All articles published in Scopus were examined. The distribution of affiliated universities by years, subject areas, document types, country/regions and author themes were examined. Various findings emerged in terms of determining the importance of the analysis of technology-supported applications in terms of content of individuals published in the Scopus database on individuals with ASD. A total of 95 studies were examined. It was concluded that most of the studies were conducted in 2016 and 2019. It revealed that the first study was conducted in 2008. It was mostly published as a conference announcement. The United States and United Kingdom are among the countries with the most research. The research topics were written mostly in English, and two were published in French.https://online-journals.org/index.php/i-jet/article/view/18791technology-based, autism, scopus, content analysis, support education, special education |
collection |
DOAJ |
language |
English |
format |
Article |
sources |
DOAJ |
author |
Beria Gokaydin Anna V. Filippova Natalia E. Sudakova Victoriya V. Sadovaya Irina V. Kochova Nigina S. Babieva |
spellingShingle |
Beria Gokaydin Anna V. Filippova Natalia E. Sudakova Victoriya V. Sadovaya Irina V. Kochova Nigina S. Babieva Technology-Supported Models for Individuals with Autism Spectrum Disorder International Journal of Emerging Technologies in Learning (iJET) technology-based, autism, scopus, content analysis, support education, special education |
author_facet |
Beria Gokaydin Anna V. Filippova Natalia E. Sudakova Victoriya V. Sadovaya Irina V. Kochova Nigina S. Babieva |
author_sort |
Beria Gokaydin |
title |
Technology-Supported Models for Individuals with Autism Spectrum Disorder |
title_short |
Technology-Supported Models for Individuals with Autism Spectrum Disorder |
title_full |
Technology-Supported Models for Individuals with Autism Spectrum Disorder |
title_fullStr |
Technology-Supported Models for Individuals with Autism Spectrum Disorder |
title_full_unstemmed |
Technology-Supported Models for Individuals with Autism Spectrum Disorder |
title_sort |
technology-supported models for individuals with autism spectrum disorder |
publisher |
Kassel University Press |
series |
International Journal of Emerging Technologies in Learning (iJET) |
issn |
1863-0383 |
publishDate |
2020-12-01 |
description |
Autism can be defined as a common developmental disorder that manifests itself as a disconnection in social communication. In individuals with autism, sometimes speech does not develop at all, and even if it develops, the individual does not prefer to communicate by talking. Thus, other ways are needed to communicate with individuals with autism. Today, the most important of these ways is technology, especially educational technology. The use of technology for individuals with Autism spectrum disorder (ASD) is on the rise today. The purpose of this study was to present up-to-date information on research using technology-based intervention methods in teaching skills in different developmental areas to individuals from different age groups with ASD and to reveal whether this intervention method is effective. This study was carried out using qualitative research methodology, document analysis and related content analysis. Scopus is based on the analysis of published documents searched with the keywords ‘autism and technology-based’ in the database. All articles published in Scopus were examined. The distribution of affiliated universities by years, subject areas, document types, country/regions and author themes were examined. Various findings emerged in terms of determining the importance of the analysis of technology-supported applications in terms of content of individuals published in the Scopus database on individuals with ASD. A total of 95 studies were examined. It was concluded that most of the studies were conducted in 2016 and 2019. It revealed that the first study was conducted in 2008. It was mostly published as a conference announcement. The United States and United Kingdom are among the countries with the most research. The research topics were written mostly in English, and two were published in French. |
topic |
technology-based, autism, scopus, content analysis, support education, special education |
url |
https://online-journals.org/index.php/i-jet/article/view/18791 |
work_keys_str_mv |
AT beriagokaydin technologysupportedmodelsforindividualswithautismspectrumdisorder AT annavfilippova technologysupportedmodelsforindividualswithautismspectrumdisorder AT nataliaesudakova technologysupportedmodelsforindividualswithautismspectrumdisorder AT victoriyavsadovaya technologysupportedmodelsforindividualswithautismspectrumdisorder AT irinavkochova technologysupportedmodelsforindividualswithautismspectrumdisorder AT niginasbabieva technologysupportedmodelsforindividualswithautismspectrumdisorder |
_version_ |
1724352924193128448 |