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Parent Perspectives About AT Use Young Children
with Autism Teresa A. Cardon, M. Jeanne Wilcox,
Arizona State University Phillipa Campbell,
Thomas Jefferson University
Background
Results (cont.)
Conclusions
Participant Characteristics
Participation in typical activities and family
routines can bring about significant behavioral
challenges for young children with autism.
Research indicates that activities and routines
can be supported with the use of assistive
technology (AT) however, only about 7 of the
children receiving early intervention in the
country have AT listed on their IFSPs.
Assistive technology is an effective tool for
supporting every day activities and routines such
as eating, grooming, toileting, bathing and
dressing (Msall, Rogers, Ripstein, et.al., 1997).
The research on the use AT to support young
children with autism to participate in
routines/activities is very limited. The majority
of research available exploring AT and children
with autism involves the use of picture systems
and their use in increasing childrens receptive
and expressive language skills.

• The current research provides insight into the
  activities and routines of families living with
  children with autism as well as illustrates the
  misconceptions and underutilization of AT.
• Caregivers have difficulties with most everyday
  family routines/activities
• The two reasons cited as contributing the most
  to the difficulties were the childs inability to
  perform the task and external problem behaviors
• Core characteristics of autism are related to
  difficulties with routines/activities
• Everyday activities and routines involve a great
  deal of socialization and communication
• Children may assume a dependent role with the
  caregiver because they learn that they are not
  able to perform a task on their own
• Caregivers have large misconceptions about what
  AT is and receive very minimal support from their
  EI providers in understanding AT

Purpose of the Current Study
The current study sought to gain a clearer
understanding of how parents of young children
with autism perceive their daily routines. The
study also wanted to determine in what way, if
any, AT functions as a support and facilitates
childrens participation in daily activities and
routines.
Results
Method
Acknowledgements
Data for the present investigation were
available from a web-based survey administered by
the Tots N Tech Research Institute
(http//tnt.asu.edu). The survey, developed by
the institute co-directors (Campbell Wilcox,
2006), was designed to collect information from
families of infants and toddlers with
disabilities about challenges their children
faced in participation in varying activities and
routines and ways in which assistive technology
might be used to increase childrens
participation in family routines/activities.
Routines reported on Bathing Leaving
the House Morning Routine Running Errands
Evening Routine Family Routines
Mealtime Physical Activities Play Family
Outings The data of primary interest were those
activities and routines parents identified as
problematic. When an activity/routine was
identified as problematic, the respondent was
asked a series of yes/no and open ended questions
to determine (a) the nature of the problem
(open-end), (b) whether or not a solution was
found (yes/no), (c) if AT was a component of the
solution (yes/no), and (d) a description of the
solution (open-end).
Contact teresa.cardon_at_asu.edu