Opportunities and Challenges in Developing Technology-Based Social Skills Interventions for Adolescents with Autism Spectrum Disorder: A Qualitative Analysis of Parent Perspectives

Autor/inn/en	Rashedi, Roxanne N.; Bonnet, Kemberlee; Schulte, Rebecca J.; Schlundt, David G.; Swanson, Amy R.; Kinsman, Amy; Bardett, Nicole; Juárez, Pablo; Warren, Zachary E.; Biswas, Gautam; Kunda, Maithilee
Titel	Opportunities and Challenges in Developing Technology-Based Social Skills Interventions for Adolescents with Autism Spectrum Disorder: A Qualitative Analysis of Parent Perspectives
Quelle	In: Journal of Autism and Developmental Disorders, 52 (2022) 10, S.4321-4336 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3257
DOI	10.1007/s10803-021-05315-y
Schlagwörter	Autism Spectrum Disorders; Intervention; Interpersonal Competence; Preferences; Barriers; Parent Attitudes; Risk; Adolescents; Technology Integration; Psychological Patterns; Information Technology; Theory of Mind; Usability; Behavior Patterns; Interdisciplinary Approach; Teaching Methods; Self Control; Metacognition; Interpersonal Relationship; Influence of Technology + Suchen Sie Ihr Suchwort? Autism; Autismus; Interpersonale Kompetenz; Elternverhalten; Risiko; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Informationstechnologie; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Teaching method; Lehrmethode; Unterrichtsmethode; Selbstbeherrschung; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung
Abstract	Interest continues to be high in technology-based interventions for individuals with autism spectrum disorder (ASD). Understanding the preferences and challenges of technology use among individuals with ASD can inform the design of such interventions. Through 18 interviews with parents, we used an iterative inductive-deductive approach to qualitative analysis and explored uses of technology for social skills development among adolescents with ASD. Our findings include parents' observations about their adolescent's preferences in types of technology devices and digital content, as well as both positive and negative effects of technology use on mood and behavior. Parents highlighted several avenues of technological preferences and risks that may inform intervention design, enhance user engagement, and capitalize on users' strengths while buttressing areas for growth. [For the corresponding grantee submission, see ED622626.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01