Technology use as a support tool by secondary students with autism.
Teens with autism already have favorite tech tricks—write them into the IEP instead of buying new software.
01Research in Context
What this study did
Schertz et al. (2018) asked 472 high-schoolers with autism one big question: how do you already use phones, tablets, or laptops to get through the day?
The teens filled out a survey. They listed every app, setting, and reason they turned to tech at school and at home.
What they found
Kids said tech lowers their anxiety, boosts independence, and opens doors to hang out with peers.
Most tools were everyday items—no fancy disability gear—yet they still felt life got easier.
How this fits with other research
Lancioni et al. (2008) ran a lab test and saw adults with ID make half as many errors on a simplified phone. Schertz et al. (2018) show the same payoff happens in real halls and bedrooms when teens pick the tool themselves.
Cariveau et al. (2021) teach us to turn PowerPoint into free matching drills on an iPad. The survey proves teens already remix common software for self-help; we just need to ask what they built.
Batton et al. (2022) used screens to train parents of little kids. H et al. flip the camera: older students are already the experts—our job is to listen and weave their hacks into formal plans.
Why it matters
You do not need a new app or a grant. Ask each autistic teen to demo the three tools they use most—calendar alarms, camera for notes, Discord for friends—then write those into the IEP as official supports. The survey says the payoff is instant: calmer, more connected kids who feel heard.
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02At a glance
03Original abstract
The purpose of this study was to examine how secondary students with autism spectrum disorder use technology in supportive ways. In this self-report survey study, 472 adolescents with autism spectrum disorder enrolled in high school described the forms of technology they use and purposes for which they use it. Students reported the benefits as well as barriers to technology use at school. They reported using technology in school and home settings in a variety of supportive ways such as increasing their independence, reducing their anxiety, and increasing their social opportunities. Findings suggest that practitioners may benefit from learning how to integrate technology as an instructional and support tool for their students with autism spectrum disorder. Recommendations for future research are provided.
Autism : the international journal of research and practice, 2018 · doi:10.1177/1362361317717976