Technology-Supported Models for Individuals with Autism Spectrum Disorder

Authors

  • Beria Gokaydin Near East University, North Cyprus, Mersin 10 Turkey
  • Anna V. Filippova Plekhanov Russian University of Economics, Moscow, Russia.
  • Natalia E. Sudakova 1)Moscow Academy of Professional Competencies, Moscow Russia; 2)Russian Presidential Academy of National Economy and Public Administration, Moscow Russia.
  • Victoriya V. Sadovaya Kazan (Volga region) Federal University, Kazan, Russia.
  • Irina V. Kochova Financial University under the Government of the Russian Federation, Moscow, Russia
  • Nigina S. Babieva I. M. Sechenov First Moscow State Medical University (Sechenov University), Moscow, Russia

DOI:

https://doi.org/10.3991/ijet.v15i23.18791

Keywords:

technology-based, autism, Scopus, content analysis, support education, special education

Abstract


Autism can be defined as a common developmental disorder that manifests itself as a disconnection in social communication. In individuals with autism, sometimes speech does not develop at all, and even if it develops, the individual does not prefer to communicate by talking. Thus, other ways are needed to communicate with individuals with autism. Today, the most important of these ways is technology, especially educational technology. The use of technology for individuals with Autism spectrum disorder (ASD) is on the rise today. The purpose of this study was to present up-to-date information on research using technology-based intervention methods in teaching skills in different developmental areas to individuals from different age groups with ASD and to reveal whether this intervention method is effective. This study was carried out using qualitative research methodology, document analysis and related content analysis. Scopus is based on the analysis of published documents searched with the keywords ‘autism and technology-based’ in the database. All articles published in Scopus were examined. The distribution of affiliated universities by years, subject areas, document types, country/regions and author themes were examined. Various findings emerged in terms of determining the importance of the analysis of technology-supported applications in terms of content of individuals published in the Scopus database on individuals with ASD. A total of 95 studies were examined. It was concluded that most of the studies were conducted in 2016 and 2019. It revealed that the first study was conducted in 2008. It was mostly published as a conference announcement. The United States and United Kingdom are among the countries with the most research. The research topics were written mostly in English, and two were published in French.

Author Biographies

Beria Gokaydin, Near East University, North Cyprus, Mersin 10 Turkey

Department of Special Education

Anna V. Filippova, Plekhanov Russian University of Economics, Moscow, Russia.

Plekhanov Russian University of Economics, Moscow, Russia.

Natalia E. Sudakova, 1)Moscow Academy of Professional Competencies, Moscow Russia; 2)Russian Presidential Academy of National Economy and Public Administration, Moscow Russia.

1)Moscow Academy of Professional Competencies, Moscow Russia; 2)Russian Presidential Academy of National Economy and Public Administration, Moscow Russia.

Victoriya V. Sadovaya, Kazan (Volga region) Federal University, Kazan, Russia.

Department of Primary Education of the Institute of Psychology and Education

Irina V. Kochova, Financial University under the Government of the Russian Federation, Moscow, Russia

Department of Psychology and Human Capital Development

Nigina S. Babieva, I. M. Sechenov First Moscow State Medical University (Sechenov University), Moscow, Russia

Department of Nursing Management and Social Work Institute of Psychological and Social Work

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Published

2020-12-11

How to Cite

Gokaydin, B., Filippova, A. V., Sudakova, N. E., Sadovaya, V. V., Kochova, I. V., & Babieva, N. S. (2020). Technology-Supported Models for Individuals with Autism Spectrum Disorder. International Journal of Emerging Technologies in Learning (iJET), 15(23), pp. 74–84. https://doi.org/10.3991/ijet.v15i23.18791

Issue

Vol. 15 No. 23 (2020)

Section

Papers

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