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This chapter presents ways in which educators can use technology to enhance learning for students with autism spectrum disorder (ASD). The chapter begins with an overview of the communicative and social challenges that students with ASD typically experience. Next, it defines technology-aided instruction and intervention (TAII) and offers suggestions for educators planning to incorporate TAII into their classroom. The third section offers specific supports on using TAII to enhance communication while the final section offers specific supports on using TAII to enhance affective and social learning. Case studies and tables with clearly defined supports are included throughout the chapter. Educators may combine the supports presented because each support addresses more than one characteristic or need. In addition, educators will find that these supports benefit students with neurodiverse learning needs who may not be identified with ASD.

This chapter provides evidence-based assessment techniques for students with autism spectrum disorder (ASD). An overview of formative and summative assessment, innovative formative assessment strategies for students with ASD, and innovative summative assessment strategies for students with ASD are included. Discussion includes case studies and clear examples of how technology can support the assessment process. Practitioners may combine the assessment supports presented in this chapter because each support addresses more than one characteristic or need.

This chapter provides evidence-based supports for communication, social skills, and for using restricted patterns of interests and activities educationally for students with autism. Supports for receptive language, expressive language, Picture Exchange Communication System (PECS), visual supports, social narratives, and augmentative and alternative communication are included. Discussion on evidence-based social supports include using peer-mediated instruction and intervention, video modeling, and support for inclusive education. Supports for restricted patterns of behavior, interests, and activities cover how to include special interests, rituals, and routines in educational planning and how to recognize when restricted patterns of behavior are detrimental to education. Repetitive behaviors associated with anxiety and self-injury are also discussed. All supports can be combined and address more than one characteristic or need.

This chapter provides evidence-based supports for special education transition services for students with autism. Visual supports, video modeling, and other related strategies used in the transition from school to adult living are included. Discussion includes using evidence-based transition strategies with students who have autism, fostering self-determination in students with autism during the transition process, and clear examples of how technology can support the transition process. Practitioners may combine the transition supports presented in this chapter because each support addresses more than one characteristic or need.

This chapter examines the use of signaling mechanism to identify promising acquisition targets. It draws on the importance of inter-organizational relationships of target firms and their relevance as signals of firm quality. It takes into account two types of inter-organizational relationships, alliances and corporate venture capital (CVC) investments. It further identifies the boundary conditions that are most likely to influence the acquisition decision of the acquirer. These are based on the characteristics of target firms and their partners. By considering the role of CVC investments and alliances as signals of firm quality, the study draws a connection between how the different types of equity and non-equity relationships of firms influence the acquirer’s choice of potential takeover target.

The theoretical frame based on the signaling perspective provides fresh and valuable insights to evaluate the quality of target firms. The research provides directions for future opportunities to examine the value of signals and whether such signals create synergies in mergers and acquisitions (M&A) deals. The author identifies new avenues of research that would help to move forward the signaling perspective in the literature on M&A.