Abstract
Autism spectrum disorder (ASD) is a group of consequential, multiple developmental disorders categorized by impaired development in social interaction, communication, and restrictive, recurring patterns of behavior (Frith, 2003). The number, currently 1 in 54 in the U.S., of children, teens, and adults diagnosed with the disorder is on the rise (Millcreek Behavioral Health, 2018). A 2015 study stated that from 2015-2025, the price tag of autism could rise from $268 billion to $461 billion and that it is much more expensive than most people realize (Leigh, 2015). The extra costs come due to special education, medical services, non-medical services such as after-school programs, and loss of productivity. Some costs are “good”, such as the programs designed to help these individuals, but some are “bad” and are consequences of the individuals not being able to take care of themselves independently and the parents having to leave work. The sooner a thorough intervention plan is established for an individual with ASD, the sooner a comprehensive plan is developed, the more opportunities the individual will have to adjust and learn the basic skills needed to lead a beneficial and functional life (Millcreek Behavioral Health, 2018). Some children with ASD become adults who are able to live and work independently. However, others may have trouble living independently in society. If these adults are unable to work, the added stress on the caregiver and feeling of purposelessness of the individual may increase. This is because the long-term consequences of autism are social isolation, familial conflict, sleeping difficulties, difficulty establishing and maintaining friendships and difficulties sympathizing with other people.
Occupational therapists (OTs) are appropriate healthcare professionals for individuals with ASD. Many of these individuals will require support for productive and meaningful living and community participation to enhance quality of life, and OTs are essential to address their needs and the needs of their families. OT practitioners deliver services in real-life settings and focus on social participation and engagement in available activities (Woods et al., 2011). OTs play a part in supporting early detection of autism and referral for services that are associated with better outcomes (Centers for Disease Control, 2016; Zwaigenbaum, et al., 2015). In addition, evidence-based practices that target outcomes in academics, communication, higher cognitive functions, interpersonal skills, learning readiness, motor skills, personal responsibility, play, and self-regulation are prioritized within occupational therapy intervention (Tomcheck & Koenig, 2016). Strategies to improve these outcomes include behavioral approaches, modeling and video modeling, visual supports, sensory integration, sensory-based strategies, and, as written about in this critically appraised topic, various technologies.
Assistive technology can improve the ability of individuals with ASD to perform occupations, whether that be at school, in the home, or during play time and can further assist them in participation in the community (Watson, 2010). Individuals with ASD can find it difficult to perform their usual activities due to the disorder's effects. They struggle with focus, time management, memory, self-management, and control of emotions, frustration, and attention (Yassibaş and Çolak, 2019).
Having improved ways of helping people with ASD learn normal activities is important to the career of individuals with ASD and their dependency. OTs play a significant role in assisting children with ASD to remain independent through learning daily activities such as dressing, teeth brushing, toilet training, and other skills. Assistive technology will help the therapist help individuals living with ASD learn how to perform occupations, making them more independent.