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Innovation: Teachtown Basics

The study that I selected for this assignment is Teachtown Basics (Whalen, 2010). TeachTown Basic is a system incorporating therapeutic curriculum designed to assist children with Autism spectrum disorders in socialization and learning. TeachTown Basic innovation development involved a quantitative, between and within group experimental research study. As a result of the study, effects on the behavior of learners with Autism where identified. This research led the way to the construct of virtual behavior scripts to address effects that were identified as deficiencies in expressive and receptive language, auditory, routine concepts, social skills, and matching skills in learners of Autism. These scripts were subsequently developed into cognitive based modules to form a system that is known as TeachTown Basic. The first diffusion occurred in 2007 in the Los Angeles public school (LAPS) system in a sparse distribution. As a result of TeachTown Basic effectiveness, the LAPS system elected to incorporate the learners with Autism virtual software into the curriculum in all schools the following year.

The diffusion of TeachTown Basic into the LAPS system was heralded by educators, parents, and supporters in my field of study, Education Technology. This diffusion served as a significant step forward in providing quality instructions for learners with Autism in public schools. Parents of minorities, many who are of African American descent, disadvantage, and male, were elated because of relief the product provided to the oversight, and personal management required in the raising of learners of Autism. As a result of this innovation, TeachTown Basics has successfully diffused in major school markets in the United States, Asia, Africa and Europe (2010).

Moreover, selection of TeachTown Basic for this assignment was based on effectiveness, and perceived interest of need in the field of education, particularly for those of children in inner cities. For example, the first innovation I researched was created by Bouck, Okolo and Courtad in 2007 (Bouck, Courtad, & Okolo, 2007). While the innovation was designed from the concept of “smart” toys, and targeted children with disabilities, it has only shown moderate success among motivating children to want to extend learning beyond interaction. Contrary, reports from findings on the effectiveness of TeachTown Basic indicate skills by learners of Autism have been observed post interaction. Most importantly, this continuing significance was identified among minority boys identified as learners with Autism. This was critical in my decision to select TeachTown Basic, as opposed to “Smart Toys”as the preferred model of innovation.

Additionally, TeachTown Basic was chosen over the third innovation because of a “concern report” of perceived interests by parents, and educators, in minority urban schools. This, ”perceived interest” is defined as a list of priority challenges in urban school for the purpose of this paper. Importantly, while dyslexia is a concern for many areas, the availability of effective products already available for students with learning disabilities in schools made Elaine // Kruse and her husband Andrew (Kruse, A., & Kruse, E., 2007) innovation, called //Spark//-//// Space a distant third choice. Besides, the 3d dyslexia application was reported to have minimal effect on urban education when comparing to the increasing prevalence of Autism. //

Finally, as mentioned TeachTown Basic has diffused across the country and Europe. Recent studies in a collaborative research with Jigsaw Learning (TeachTown), Los Angeles Unified School District, and Cal State University report that learners of Autism demonstrated improvement over a period of 3 months in all areas of memory, socialization, cognitive and life skills. Innovators are encouraged that diffusion of the product into the market will continue given the high demand from educators and parents responsible for learners of Autism.

References Bouck, E. C., Courtad, C. A., & Okolo, C. M. (2007). “Technology at Home: Implications for Children with Disabilities.” //Journal of Special Education Technology//, //22-//3, 43-56. Retrieved from http://www.nationaltechcenter.org/index.php/2008 /06/09/technology-at-home-implications-for-children-with-disabilities. // Kruse, A., & Kruse, E. (2007). Working with Dyslexia. Retrieved from //[] index.php/2008/04/30/ipro-new-dimension-in-mind-mapping/ Whalen, C., Symon, J., & Moss, D.(2007). Teaching Children with Autism through **** Technology. Retrieved from **** h **** ttp://www.nationaltechcenter.org/index.php **** /2009/07/20/ **case-teaching-children-with-autism-through-technology.