Seeing Autism through Parents’ Feedback, Sketchnotes, Technology, and Evidence-based Practices, 1st ed. 2019 Educational Communications and Technology: Issues and Innovations Series

Seeing Autism is a comprehensive but easy-to-understand guidebook for caretakers, parents, educators, counselors, therapists, and researchers on various aspects of rearing and supporting children with autism spectrum disorder. It provides textual and visual information on technology tools, symptoms, diagnosis, auditory, sensory, visual, physical, and educational issues, as well as strategies and practices to help children on the Autism Spectrum reach their potential. 

Seeing Autism uniquely capitalizes on sketchnotes, a visual thinking tool, to communicate information and practices. Sketchnotes provide a unique space that can help the reader think differently, generate a variety of ideas, explore alternatives, and develop constructive points for expressing ideas and developing visual communication aids. This book will assist parents, educators, and professionals in schools (counselors, school psychologists, librarians) who work with children diagnosed with ASD; it will help readers increase their knowledge of autism and gain an appreciation for evidence-based practices and forms of technology that can be used to support learners on the autism spectrum. 

 ?This book is a call to arms and is as much a resource for the family friend as it is for the provider coming to the home. In the book Seeing Autism, Dr. Demetria Ennis-Cole helps individuals gain an incredible perspective and learn the struggles, challenges and joys of families rearing children, teens and adults on the spectrum.  This book covers the entire spectrum and is a fantastic mix of research, parent perspective, and even sketchnotes for visual learners. The material is well-balanced and is a great resource to support individuals on the spectrum at home, in the community or in the classroom." 

Brad McGarry

Father, Speaker, Author and Director of the Autism Initiative at Mercyhurst University

1.      Introduction

a.       Portrayals of Autism in the Media

b.      Evidence-based Discussions of ASD

c.       Content of this Book

d.      Demographic Information of Parents Surveyed

e.       Summary

2.      Chapter 1. The Triad of Impairment in Autism

a.      Language / Communication

b.      Technology to Support Language Development

c.       Social Interaction

d.      Apps for Communication and Social Awareness

e.       Connections Between Oral and Written Communication and Social Understanding

f.       Making Social Connections with Technology

g.      Sensory Issues

i.        Parenting Challenges Due to the Triad of Impairment

1. Repetitive Behavior

2. Aggression

3. Non-compliance

5. Anxiety

j. Summary

3. Chapter 2. Parents’ Perceptions of their Lives

      a. Life is Demanding

            1. Financial Pressure

            2. Child’s Behavior

            3. Parental Overload

            4. Limited Assistance

      b. Life is Stressful

      c. Life is Lonely and Isolating

      d. Life is Full of Worry

      e. Life is Tough, but Children with ASD are Worth it!

      f. Summary

4. Chapter 3. Diagnosis and Support

a.       Paths to Diagnosis

b.      Some Diagnostic Instruments

      1. ADOS

      2. ADI-R

      3. CARS-3

c.       Eye Tracking Technology and Autism Diagnosis

d.      Using a Team Approach: The Family, School, Medical Establishment, Mentor Parents, and State and Federally Funded Programs 

1. The Family

2. School Professionals

3. The Medical Establishment

4. Mentor Parents

5. Federal and State Funded Programs for Medicaid

e. Summary

a.   Auditory Issues

b.   Parents’ Comments on Sensory Issues

c.   Tactile & Olfactory Issues

d.   Visual Processing Issues

e.   Visual Tools for Learning

f.    Summary

6. Chapter 5. Physical Comfort and Safety

      a.   Interacting with Professionals in the Community

      b.   Using Technology for Physical Safety and Tracking

      c.   Using Technology to Create Personalized Documentation

      d.   Special Needs Trusts and Guardianship

      e.   Emergency Preparation

      f.   Summary

7. Chapter 6. Creating a Positive Learning Environment 

a.       Individualized Supports and Services

b.      Structured Learning Environments

c.       Specific Curriculum Content

e.       Family Involvement

f.       Summary

8. Chapter 7. Evidence-based Practices (EBP) in Autism

      a.   What are EBP?

      b.   Technology-Aided Instruction and Intervention (TAII) and Other Forms of EBP

      c.   Summary  

9. Chapter 8. Using Technology in ASD: Communication and the Triad of Impairment

      a.   Using Technology to Communicate with Other Parents and Family Members

      b.   Using Advanced Technologies for Education

      c.   Visual Learning and Understanding with Advanced Technologies

                  1.  Video-Modeling

                  3.  Simulated Environments

                  4.  AAC

      d.   Summary

      e.   Conclusion

10. References

Demetria Ennis-Cole, Professor in the Department of Learning Technologies at the University of North Texas, has degrees in Computer Science and Curriculum & Instruction (emphasis area: Computer Education). She worked in industry as a Programmer for International Business Machines, and spent 6 years at Louisiana State University as a Computer Analyst before accepting a faculty position with The University of North Texas.

Xue Yang is a designer, trainer, and university faculty member who develops and delivers instruction on visual culture and media literacy through the Educational Technology Department of Shanghai International Studies University.

Lin Lin is an Associate Professor of Learning Technologies at The University of North Texas. Lin’s research looks into interactions between the mind, brain, and technology in complex learning environments. She has conducted research on 1) media multitasking; 2) learning in online, blended, and virtual/augmented reality environments. Lin has published over 30 refereed articles in journals including the Proceedings of the National Academy of Sciences (PNAS) of USA, Pediatrics, Educational Technology Research and Development (ETR&D), and Computers and Education in addition to a dozen book chapters and over 60 conference papers. Lin is currently co-editing two books, one focusing on the constructive articulation between learning sciences and instructional technology communities, and another focusing on innovative instructional design approaches. Lin serves as the Associate Director of Texas Center for Educational Technology (TCET), and Co-Director of a Joint-Lab on Big Data, Little Devices, and Life-long Learning. She is Associate Editor for the International Journal of Smart Technology and Learning (IJSmartTL) as well an editorial board member of several other peer-reviewed journals. Lin received her doctoral degree in Instructional Technology and Media at Teachers C

Incorporates visual thinking and communication tools for readers interested in helping children and adolescents with ASD

Describes autism in a visual language that will allow a wide readership to grasp the concepts quickly and accurately

Focuses on academic preparation and complementary learning environments for children and adolescents on the autism spectrum

Appeals to a wide readership including the academic researcher, the therapist seeking practical applications, and the general reader