Introduction

Autism spectrum disorder (ASD) is a neurodevelopmental disorder characterized by deficits in communication, social interaction, restricted interests, and repetitive behaviors (American Psychiatric Association, 2013). Autism impacts more than 70 million people worldwide (Autism Speaks, 2017). The prevalence of ASD is significant, affecting approximately 1 in 100 children globally (Zeidan et al., 2022), with a higher prevalence of 1 in 50 children in Canada specifically (Government of Canada, 2019). Children with ASD face challenges in academic learning, social skills development, speech and language therapy, fine motor skills, and promoting independence, necessitating varying levels of support tailored to individual needs (Corkum et al., 2014).

The support needed for ASD can range from none to very significant. Individuals with ASD may find assistive technologies beneficial due to difficulties in communication and social interaction (Lancioni & Singh, 2014). In recent years, assistive technologies have emerged as crucial tools in supporting the learning, communication, and overall well-being of children with ASD (Benssassi et al., 2018). Assistive technology refers to any device or piece of equipment that encourages teaching new skills development, enhances existing abilities, and decreases the impact of disability on everyday functioning (Debeuf et al., 2023). These high-tech assistive devices have transformed the educational experiences of autistic children (Chinchay et al., 2023), enhancing their learning and communication skills and supporting various academic areas, social skills, speech and language therapy, fine motor skills, visual supports, life skills, organizational skills, and independence (Ayres et al., 2013; Lofland, 2016).

Despite these potential benefits, the use of mobile technology for children with ASD presents several issues (Xie et al., 2018). Among these, sensory overload is a significant concern; the bright screens and sounds of mobile devices can easily overwhelm children with ASD, making it difficult for them to focus or engage meaningfully (Deng & Rattadilok, 2022). Additionally, fine motor skill difficulties pose another challenge, as many children with ASD may struggle to manipulate touchscreens and other input methods on mobile devices effectively (Quezada et al., 2017). Another critical issue is using Augmentative and Alternative Communication (AAC) systems effectively. While AAC has the potential to enhance communication for non-verbal children with ASD significantly, integrating these systems into mobile technology in an accessible and user-friendly manner requires careful design and implementation.

Addressing these issues is crucial to ensuring that mobile assistive technology can effectively support the educational needs of students with ASD. Therefore, this paper will explore these issues in depth, examining the specific problems faced by children with ASD using mobile technology and proposing potential solutions to overcome them. By understanding and addressing these problems, mobile technology can be better utilized to enhance the educational experiences of children with ASD.

Issues and Potential Solutions

Issue 1: Sensory Overload

Mobile assistive devices have significantly enhanced the support available for individuals with sensory impairments, particularly those with ASD (Deng & Rattadilok, 2022). These devices, equipped with various applications, aim to provide therapeutic programs and educational content tailored to the needs of children with ASD. However, they also present sensory-perceptual challenges that significantly affect their usability and effectiveness. Sensory issues are frequently observed in individuals with ASD. According to Mikropoulos et al. (2020), individuals with ASD often exhibit challenging behaviors in response to sensory stimuli, which is a common observation among caregivers and educators. These behaviors can be triggered by various forms of sensory input, making the design of mobile assistive devices particularly complex.

Touchscreen sensitivity is one of the primary sensory issues associated with mobile assistive devices. Many children with ASD have access to touchscreen devices, which offer multisensory stimulation through touch and movement (Deng & Rattadilok, 2022). These devices can be incredibly beneficial; however, the sensitivity of the touchscreens can pose significant challenges. Children with tactile impairments or those who experience hyper- or hypo-sensitivity to touch may find it challenging to use these devices effectively (Nevada Autism Center, n.d.). For instance, a hypersensitive child may discover the lightest touch overwhelming, while a child with hyposensitivity might struggle to register their touch on the device.

Auditory feedback is another critical area where sensory issues arise. Weisblatt et al. (2019) point out that the flexibility to adjust auditory feedback is crucial, as certain sounds meant to be positive can be distressing for those with auditory sensitivities. This can manifest in various ways, such as poor volume control or sudden, loud sounds that can cause distress. King et al. (2017) highlight that ASD children who are highly sensitive to auditory input may react negatively to sudden loud noises from devices. Therefore, these devices must allow users to adjust the auditory feedback to their comfort levels to prevent such reactions. Visual feedback is another aspect that requires careful consideration. Devices designed for users with ASD often incorporate bright lights and vivid colors to capture attention and aid learning. However, these visual stimuli can be overwhelming for visually oversensitive children. Weisblatt et al. (2019) noted that the visual intensity of stimuli needs to be adjustable, allowing families or therapists to modify the visual settings to suit children’s individual needs. This can help prevent overstimulation and make the device more user-friendly for individuals with varying levels of visual sensitivity.

Potential Solutions

To address sensory problems, it is essential to implement customizable sensory inputs. Developing touchscreens with adjustable sensitivity settings can cater to hypersensitive and hyposensitive users. Similarly, auditory outputs should be customizable, allowing users to control volume levels and select less startling prompts. Visual interfaces can be optimized by offering high contrast, more extensive text options, simplified layouts, and allowing users to adjust brightness and color schemes. Another innovative solution is the Sensory Management Recommendation System (SMRS), which gathers the sensory profile of the user and enables the real-time data collection from the user’s environment via sensors to adjust the device settings accordingly. Additionally, engaging with users from diverse sensory backgrounds to gather insights and feedback during the design process ensures that the final product is accessible and user-friendly.

While mobile assistive devices offer significant benefits for individuals with ASD, addressing the sensory-perceptual challenges is essential to maximize their effectiveness. By implementing customizable sensory settings and inclusive design practices, these devices can become more accessible, enhancing the quality of life for ASD children with sensory impairments.

Issue 2: Fine Motor Skills

Fine motor skills involve the coordination of small muscles, typically using the fingers and often in coordination with the eyes (Cleveland Clinic, 2023). For children with ASD, difficulties with these skills can create significant obstacles to efficiently utilizing mobile devices. A recent study by Quezada et al. (2017) found that 28% of the ASD children in the study group had motor disabilities, including impairments in fine motor skills and motor planning abilities. These disabilities affected their ability to perform tasks on mobile devices, particularly struggling with vertical swiping due to the interface design and device orientation. While they could perform drag tasks, it took considerably longer than expected. However, simpler actions like tapping and keystrokes were easier for autistic users to manage.

Tasks involving longer drag distances on touchscreen devices are particularly challenging for children with ASD (Rocha et al., 2019). Many new mobile devices require highly coordinated fine motor movements such as pinching, swiping, and touching. These demands often exceed the motor skills of many individuals who require Augmentative and Alternative Communication (AAC), limiting their ability to utilize these communication tools effectively. Furthermore, these devices often lack sufficient affordances to indicate required movements, making it even more difficult for children with motor impairments (McNaughton & Light, 2013). Although there have been recent developments in alternative access methods for mobile technologies, these options still need improvement.

Potential Solutions

Mobile applications should have touch targets larger than 63 pixels to reduce interaction difficulties and accommodate motor skill limitations. Reducing the required drag-and-drop distances can further ease interactions for children with ASD, minimizing effort and enhancing usability. Simplified and intuitive user interfaces with clear visual cues and straightforward navigation paths can also reduce cognitive load and improve usability.

For instance, children with ASD were 26% slower when interacting with standard touch targets (Rocha et al., 2019). To address this, incorporating settings that allow caregivers or educators to adjust the interface according to the child’s needs can provide a more personalized experience. These settings could include modifying touch target sizes, drag distances, and overall interface complexity, creating a more inclusive and accessible digital environment for children with ASD. It is recommended that mobile applications be designed with larger touch targets and shorter drag distances to facilitate easier interaction for children with ASD.

Issue 3: Challenges with Augmentative and Alternative Communication (AAC) Systems

Mobile devices such as iPad-based communication systems have emerged as effective tools in teaching various communication skills, including manding, multi-step requesting, and tacting  (Al-Rashaida et al., 2022). An analysis by Al-Rashaida et al. (2022) offered a comprehensive overview of the impact of mobile devices, specifically iPads and iPod Touch, on the communication skills of children diagnosed with ASD. The review highlighted the efficacy of these devices as augmentative and alternative communication (AAC) systems, showing a consistent improvement in the ability of children with ASD to make requests. However, one of the significant issues with using AAC tools for children with ASD is the variability in AAC modes. Different AAC systems, including Speech Generating Devices (SGDs), picture exchange systems, and manual signs, offer varying levels of organizational structure, representation, and vocabulary. This diversity can impact the effectiveness of AAC interventions, making it challenging for parents, educators and therapists to identify the most suitable approach for each child.

Additionally, the effectiveness of AAC modes heavily relies on the instructional methodologies employed alongside these tools. The success of AAC interventions depends not solely on the technology itself but significantly on the quality of training and evidence-based instructional practices. Proper training for users and practitioners is crucial to use the tools effectively to enhance communication skills. Without appropriate instructional strategies, even the most advanced AAC tools may fail to produce the desired outcomes in communication improvement for children with ASD (Lorah et al., 2022).

Potential Solutions

Developing personalized AAC systems is essential to meet the unique needs of each child. The first step involves conducting thorough assessments to understand the specific communication abilities and preferences of children with ASD. Practitioners can significantly enhance their effectiveness by tailoring AAC tools to meet individual needs. Personalization includes selecting appropriate vocabularies, adjusting the organizational structure of the tools, and incorporating elements that resonate with the child’s interests and daily experiences. This tailored approach ensures that each child receives a communication system that is both intuitive and engaging, thereby facilitating better learning and use.

Providing ongoing technical support for AAC devices is equally crucial. The functionality and reliability of these tools significantly impact their effectiveness in improving communication skills. Regular maintenance, updates, and troubleshooting support are necessary to ensure AAC devices function smoothly and effectively. This support should include training sessions for practitioners and caregivers on using and maintaining the devices, thereby ensuring that children can consistently benefit from their use without interruptions, improving their communication abilities continuously.

Conclusion

This chapter has highlighted some critical issues surrounding mobile assistive technology in supporting children with (ASD) learning and development. While the current research provides valuable insights into the challenges of these technologies, there is a clear need for more in-depth investigation. It is essential to note that for children with ASD, a one-size-fits-all approach is ineffective when designing educational interventions with assistive technologies. Each child with ASD has unique needs, strengths, and challenges, necessitating personalized and adaptable solutions. The lack of use of Universal Design for Learning (UDL) principles in developing these technologies often results in tools that are not flexible enough to meet the diverse needs of ASD children. UDL emphasizes the need for multiple means of engagement, representation, action and expression, which are crucial for accommodating the varied learning styles and preferences of children with ASD.

Future research should focus on further developing and refining personalized (AAC) systems, exploring the effectiveness of different instructional methodologies, and investigating the long-term outcomes of using mobile technology to support children with ASD. By continuing to advance in these areas, it is possible to create more inclusive and supportive environments for children with ASD that will enhance their learning and development and promote greater independence and quality of life.

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