56. See an increase in: Attention in-seat behavior increase in generalization Research Suggests:
57. See an decrease in: Agitation Self-Stimulation Perseverative Responses Research Suggests: from Autism: Interventions and Strategies for Success, by Susan Stokes, accessed at http:// www.specialed.us/autism/Autism.pdf )
58. Systemize – attention to detail, to find meaning in detail STRENGTH ! Baron-Cohen Suggests:
69. Research On Virtual Environments and Students with Autism Basis – theorized that virtual environments/ technology provides opportunities For communication with others and circumvent their social and communication Impairments and sense of isolation Enables social skills to be practiced and rehearsed in realistic settings in real time Offers environments that are realistic, yet safe and controlled. Use of emoticons
70. Virtual Environments – positive impact Exploratory study conducted to determine if children with autism could understand emotions as represented by an avator. 34 students (ages 8 – 16 years) interacted with software designed to evaluate their ability to identify and make inferences from facial expression. 90% of participants accurately recognized emotions displayed by avatar representations. Collaborative Virtual Environment Technology for People with Autism Moore, et al. Focus on Autism and other Developmental Disabilities, Winter 2005)
71. Children 8 – 11, 10 weeks of Mind Reading software to teach emotion Recognition (ER). Results – following intervention, children improved on face and voice ER for basic and Complex emotions that were in the software as well as complex voice ER for emotions Not included in Mind Reading. Using AT to Teach Emotion Recognition to Students with Asperger Syndrome: A Pilot Study Lacava, et al, Remedial and Special Education, May/June 2007
92. The maximum expectation for a one-minute timing: 5-10 wpm for 2 nd grade students 10-15 wpm for 3 rd grade students 15-25 for 4 th & 5th grade students WPM