How Apple II Computers Are Helping Autistic Children

While the Apple II can be useful for use with a broad range of special needs persons, I happen to have a special interest in how computers can be of help to persons with autism. For those who might not know, autism is an enigmatic neurological disorder that affects the functioning of the brain in diverse ways, mainly involving communications and social-skills deficits. Autism manifests itself in several well-defined behavior patterns: compulsions to perform certain tasks over and over again (as in hand-washing), difficulty in expressing needs, avoidance of eye contact, apparent insensitivity to pain, lack of understanding of impending dangers (i.e. autistic child standing on railroad track), inappropriate or no response to loud sounds, extreme distress for no discernible reason, and an aversion to being cuddled or hugged.

The general public's awareness of autism was raised recently with Dustin Hoffman's portrayal of an autistic person in the movie Rain Man. But what most people don't realize is that there are a whole gradient of autistic behaviors. The autistic behavior portrayed in Rain Man are not entirely typical of all autistic individuals. (The "autisic savant" is not a common characteristic of all persons with autism.)

To be sure, milder forms of autism can respond to early intervention. When an autistic child is diagnosed properly, parents and teachers can plan appropriate strategies to help compensate for the particular deficits a child might have. Determining the exact nature of those deficits is where the Apple II comes into play.

Last week I had the chance to visit some developmental psychologists doing interesting work with the Apple IIGS at the Children's National Medical Center in Washington DC. Dr. Donna Vaught and Dr. Deborah (Debbie) Custer work with young children diagnosed with "pervasive developmental disorder," a form of autism. They use the Apple IIGS in several ways: 1) to help draw these children out, 2) to help diagnose the child's cognitive capabilities and deficits, 3) and to help show parents how computer-assisted instruction might be of help with their special needs child.

The children that visit the developmentalists range in age from birth to 7 years old. Dr. Vaught explains that many of these children have physical coordination problems, but may have much higher cognitive capabilities. These children often show enthusiasm for computers for the simple reason that interacting with computers does not call for the complex social skills the rest of us take for granted.

The computer also helps the developmental psychologists better ascertain what mental tasks the child can and cannot do. The computer assessment of cognitive abilities serves as a useful adjunct to the standardized "pen and paper" cognitive tests that are given to these children. Debbie Custer mentions that she'd love to see some of these standardized tests transported over onto the computer. With its motivating effect, the computer can help children concentrate longer on the tests. And the longer that the children spend performing the tests, the more these tests reveal the child's particular strengths and weaknesses.

The software used to diagnose children's abilities starts out with the very simplest of computer tasks. I had a chance to try out some "switch" software, where children press a single large red switch when a particular animal passed in front of a hand on the screen. This simplified form of arcade game can tell the psychologists a lot about children's hand-eye coordination as well as whether the child has a good sense of cause and effect. Dr. Vaught mentioned that one autistic child who was previously rather non-verbal showed a greater inclination to communicate when prompted to describe the animals he saw on the computer's screen.

Debbie Custer went on to explain how the children that visit their office range across a spectrum of developmental abilities. The task of the psychologists is to diagnose where a child's skills falls on a continuum, and then to prescribe the most appropriate course of action to meet that child's needs.

I was surprised to learn that much of the software being used with these children is public domain, freeware, or shareware. Apparently some useful software for special needs purposes has been generously distributed in this fashion. [Editor's Note: Parents or teachers interested in acquiring copies of public domain or shareware Apple II special needs software are directed to contact Joan Tanenhaus at Technology for Language and Learning. The address and phone number of this organization are given at the end of this article.]

I had a chance to try my reflexes with some of the public domain and shareware software used at the hospital. Persons who use Apple II's with special needs populations might recognize the names of the programs I examined: Functional Academics, Step by Step, The Scanning Game, Single Switch Games, Dot to Dot, Clown, Dancing Man, Fireworks, Number Switches: Animals, Number Switches: Shapes. None of these programs are particularly fancy, but most do a good job of establishing cause-effect relationships between the child and the computer.

Donna Vaught also mentioned that she had heard that one of the best software publishers of special needs software is Laureate Learning Systems, in Winsooki, Vermont. I, too, have heard of the acclaim and accolades this company has earned. [See sidebar article for further information about Laureate.]

I can't wait to go back and visit the hospital to see how these special needs kids are using the computer. It's a moment of special magic watching how an Apple II computer can bring such joy and excitement into their lives.

Phil Shapiro

The author takes an interest in the use of computers with special needs populations. He can be reached at: pshapiro@his.com and at http://www.digitaldivide.net/profile/pshapiro

Contacts:

Dr. Donna Vaught
Dr. Deborah Custer
Children's National Medical Center
111 Michigan Ave., N.W.
Washington DC 20010-2970
(202) 884-2187

Publications:

Two of the best publications that cover special needs computing software and hardware are the ConnSENSE Bulletin, and Closing the Gap. The ConnSENSE Bulletin is a highly respected publication assembled by Chauncey Rucker, at the University of Connecticut. Both ConnSENSE and Closing the Gap sponsor annual conferences on special needs computing. What are the differences between these two publications? The ConnSENSE Bulletin is a more informal, more along the lines of a well-organized user group publication. They tend to ferret out more info on products from smaller developers. Closing the Gap articles tend to be longer. Each publication has something important to offer.

Here is subscription information for these publications:

ConnSENSE Bulletin (3 issues per year)


US Individual ($15), Schools & Institutions ($26), Individuals outside US ($20). Multi-year subscription discounts available, too. UCONN
A. J. Pappanikou Technology Lab
249 Glenbrook Rd, U-64
Storrs, CT 06269-2064
(203) 486-0172


(Make checks payable to: A. J. Pappanikou Center)

Closing the Gap Annual subscription: $26
Two year subscription: $42



Closing The Gap
PO Box 68
Henderson, MN 56044
(612) 248-3294


(Make checks payable to: Closing The Gap)