Neuro-cognitive virtual environment for children with autism (VECA).

Autism a neurological disorder which is often diagnosed during early childhood and can cause significant social, communication, and behavioral challenges over a lifetime. It is increasing day by day and people are inclining from clinical and psychological therapies to assistive technologies. We have developed an interactive virtual environment VECA that aims to enhance the cognitive skills and creativity in children with autism by playing games and interacting with the environment. The setup also incorporates the feedback of the child that whether he/she is comfortable with the environment or not. This solution is cost effective, with no side effects unlike traditional therapies, and can provide valuable insight to the behavior analysis of the autism patients

Designing Video Games and Interactive Applications to Enhance Learning in Children with Autism Spectrum Disorders

Autism Spectrum Disorders (ASD) are a group of developmental neuropsychiatric disorders that can be highly variable in their intensity and in the types of symptoms displayed among different people. Over the years, various intervention techniques using computer-based or computer-assisted therapy have been explored to help individuals with autism in their everyday lives. This paper proposes a set of special guidelines for developing computer-based interactive applications and games to assist learning in children on the autism spectrum. The guidelines proposed here form a framework of interactive and adaptive techniques to be employed in designing computer games and applications that can be used to enhance various aspects of learning and development in children on the autism spectrum. These guidelines are based on the learning activities and other peer-to-peer interactions employed by teachers in inclusive classrooms which help optimize learning in a classroom environment. Other sources of game design considerations include prior research on the limitations encountered by children with ASD in motion, sensory perception, communication and cognition. Prior and ongoing research relating to their abilities in these particular areas are also utilized in this study as important factors in designing the interactive applications and games. Lastly, studies regarding the use of technologies and augmented communication devices are used to help outline the necessary mediums of delivery for the games and applications. The guidelines created in this study are introduced to parents and researchers of children on the autism spectrum through a survey in which these participants are asked to evaluate the techniques and technologies presented in this paper. This research delves into one of the new areas of exploration that have a huge potential in intervention techniques for children with ASD. It is expected that the outlines developed here will offer helpful insight into design and development for future efforts and advancements in gaming technologies for children with ASD

Applications of Robotics for Autism Spectrum Disorder: a Scoping Review

Robotic therapies are receiving growing interest in the autism field, especially for the improvement of social skills of children, enhancing traditional human interventions. In this work, we conduct a scoping review of the literature in robotics for autism, providing the largest review on this field from the last five years. Our work underlines the need to better characterize participants and to increase the sample size. It is also important to develop homogeneous training protocols to analyse and compare the results. Nevertheless, 7 out of the 10 Randomized control trials reported a significant impact of robotic therapy. Overall, robot autonomy, adaptability and personalization as well as more standardized outcome measures were pointed as the most critical issues to address in future research

BEHAVIORAL INTERVENTION FOR EATING AND EXERCISE CHALLENGES IN CHILDREN WITH AUTISM SPECTRUM DISORDER

Autism Spectrum Disorder is a neurodevelopmental disability characterized by deficits in social-emotional reciprocity, deficits in nonverbal communicative behaviors relied on for social interactions, deficits in developing, maintaining, and understanding relationships, as well as restricted and repetitive patterns of interest and behavior, and sensitivity to certain sensory inputs. Individuals with Autism Spectrum Disorder are at an increased risk for multiple medical health concerns when compared to typically developing individuals, including overweight and obesity. Childhood obesity is a significant public health concern in the U.S. While many efforts have been made to prevent childhood obesity, few have been designed to align with the unique challenges faced by individuals on the autism spectrum. The present program development model includes combined weekly in-clinic therapy sessions and daily participation in online activities for parent(s) of autistic children as well as the child who is on the autism spectrum. Using the “5-2-1-0 Healthy Numbers for Kentucky Kids” initiative as a basis for behavior goals, the present program proposes implementation of interventions with empirical support for treating this population. Importantly, this intervention is meant to be applicable to children with autism across the nation, not only those residing in Kentucky. While the original initiative (5-2-1-0 Healthy Numbers for Kentucky Kids) on which this intervention is based was created for Kentucky children, childhood obesity is a national concern (Vorkoper, Artega, Berrigan, Bialy, Bremer, Cotton, & Anand, 2021)

Digital tools for direct assessment of autism risk during early childhood: A systematic review

Current challenges in early identification of autism spectrum disorder lead to significant delays in starting interventions, thereby compromising outcomes. Digital tools can potentially address this barrier as they are accessible, can measure autism-relevant phenotypes and can be administered in children’s natural environments by non-specialists. The purpose of this systematic review is to identify and characterise potentially scalable digital tools for direct assessment of autism spectrum disorder risk in early childhood. In total, 51,953 titles, 6884 abstracts and 567 full-text articles from four databases were screened using predefined criteria. Of these, 38 met inclusion criteria. Tasks are presented on both portable and non-portable technologies, typically by researchers in laboratory or clinic settings. Gamified tasks, virtual-reality platforms and automated analysis of video or audio recordings of children’s behaviours and speech are used to assess autism spectrum disorder risk. Tasks tapping social communication/interaction and motor domains most reliably discriminate between autism spectrum disorder and typically developing groups. Digital tools employing objective data collection and analysis methods hold immense potential for early identification of autism spectrum disorder risk. Next steps should be to further validate these tools, evaluate their generalisability outside laboratory or clinic settings, and standardise derived measures across tasks. Furthermore, stakeholders from underserved communities should be involved in the research and development process

Evidence-based practice to develop social communication competency: listening to the voices of teachers of autistic children

In education research, there is a firm belief that reflecting on inclusive pedagogy is imperative for teachers, as effective inclusion means considering the child’s needs on all levels and adopting appropriate practices to meet these needs in schools (Lerner and Johns 2015). The appropriate practices, recommended for teachers of autistic children should have a research base, with evidence of their effectiveness to show what works to support learning. Such practices are termed evidence-based practices (EBPs). The 2016 Review of Autism Spectrum D[ifference] (ASD) Provision, commissioned by the National Council for Special Education (NCSE), has identified that in Ireland there are ‘significant gaps in our knowledge of interventions for supporting children and young people with ASD, at different ages and in different educational settings’ (Bond et al. 2016, p.139). Despite global efforts, an upsurge in the availability of literature on ASD and the existence of high-quality experimental research, recommendations from empirical studies are not always transmitting into effective practice (Joyce and Cartwright 2020). The researcher sought to document the EBPs, that teachers report as most effective in early years’ classrooms, to facilitate social communication competency (SCC), which is acknowledged, nationally and internationally, as significant for autistic children. The research study utilised a detailed systematic literature review to provide an authentic evidence-based foundation that informed data collection, for teachers to use to reflect on their practice. The research adopted a cross-sectional survey as the data collection instrument, which was completed by a purposeful sample of teachers nationally across Ireland. A mixed methods approach to data analysis was embraced, whereby quantitative and qualitative analyses were combined to yield rich data (Creswell and Guetterman 2021). The study adopted Vygotsky’s socio-cultural theory as its theoretical framework for analysis. It unveiled the perspectives of teachers in relation to EBPs, which they employ to teach SCC to autistic children in early years’ classrooms. Emerging from the voices of the teachers, seen as key stakeholders in the provision of education for autistic children, several recommendations are suggested for policy and practice, nationally and internationally.N

Transforming Social Work Field Education

Social work field education in Canada is in crisis. New understanding and approaches are urgently needed. Innovative and sustainable models need to be explored and adopted. As professionals, social workers are expected to use research to inform their practice and to contribute to the production of research. Yet many social workers are reluctant to integrate research into their practice and into field education. Transforming Social Work Field Education encourages the adoption of research and scholarship into the practice of social work, especially field education. It offers current theoretical concepts and perspectives that shape social work field education and provides case studies of practice research grounded in the experiences of diverse communities and countries. Highlighting cutting-edge research and scholarship, each chapter addresses critical issues in social work practice and their implications for field education. Bringing together scholars at various stages of their careers, this book fosters a meaningful dialogue on the dynamic, complex, and multi-faceted nature of social work practice, research, and innovation in the critical area of field education. A vivid and original work, it stimulates interest and discussion on the integration of research and scholarship in social work field education in Canada and around the world. With contributions by: Wasif Ali, Helen Asrate Awoke, Kelemua Zenebe Ayele, Afework Eyasu Aynalem, Nicole Balbuena, Morgan Jean Banister, Natalie Beck Aguilera, Sheila Bell, Heather M. Boynton, Janice Chaplin Mailing, Emmanuel Chinlanga, Jill Ciesielski, Alise de Bie, Emma De Vynck, Cyerra Gage, Anita R. Gooding, Zipporah Greenslade, Annelise Hutchinson, Christine Anne Jenkins, Vibha Kausik, Ermias Kebede, Edward King, Kaltrina Kusari, William Lamar Medley, Karen Lok Yi Wong, Alexandra Katherine Mack, The Ottawa Adult Autism Initiative, Endalkachew Taye Shiferaw, Richardio Diego Suárez Rojas, Margaret Janse van Rensburg, Jennie Vengris, and Courtney Larissa Weave

THE EFFECTS OF GONOODLE ENGAGEMENT ON MATHEMATICS SKILLS OF MIDDLE SCHOOL-AGED STUDENTS WITH AUTISM

THE EFFECTS OF GONOODLE ENGAGEMENT ON MATHEMATICS SKILLS OF MIDDLE SCHOOL-AGED STUDENTS WITH AUTISM Abstract By Cheryl D. Barrett University of the Pacific 2023 Academic achievement of students with disabilities has long been a concern in special education, and this work addresses the academic achievement gap between students with autism spectrum disorder (ASD) and their typically developing peers. This study aimed to increase mathematical achievement in fluency and calculation skills for students with ASD using GoNoodle. Additionally, this study intended to extend evidence about existing research on the efficacy of GoNoodle as an appropriate academic intervention tool for students with disabilities. Participants of this study were middle-school-aged students with autism as a primary diagnosis. Extant data was used for this study and the researcher established protocols and data collection tools to increase fidelity in the intervention procedures. During intervention sessions, participants were rated on a 4-point Likert scale with a score of 1 being ‘no participation’ (i.e., the participant chose to not participate and sit at their desk instead); a score of 2 being walking in place only; 3 being running in place only; 4 being both walking and running in place during each segment of the intervention. Their WJ-IV fluency and math calculation tests measured participants\u27 mathematical achievement. Results of this study derived from descriptive analysis, paired samples t-test, Pearson’s product-moment correlation, and social validity survey. Descriptive analysis assisted with grouping participants into ASD classification levels. Results showed the numbers of students in each ASD classification level were uneven, therefore excluded from further analysis. The paired sample t-test provided a mean difference between the three timeframes for the WJ-IV scores. Participants showed an increase in the pre-mid (medium effect size) and pre-post (large effect size) timeframes, but a decrease during the pre-mid timeframes. Pearson’s results were all found to be not statistically significant when considering GoNoodle to have an impact on mathematical achievement. Scores did improve, but not enough for statistical significance. Finally, a social validity survey analyzed participants’ perceptions of the use of GoNoodle to ascertain the value of the online tool. Analysis indicated that 100% of the participants provided a positive response to the GoNoodle Mega Math Marathon intervention being fun (n = 25) and an overall positive response (88%) to the intervention tool in general (n = 22). 92% of the participants indicated that they would like to do more GoNoodle activities, thought it was exciting and enjoyable, and felt that they learned new math skills after engaging in the intervention (n = 23). Moreso, 88% of the participants had a positive response to feeling healthier after engaging with the GoNoodle Mega Math Marathon program (n = 22). This tool proved to be a promising strategy for students to be engaged, interested, and excited about learning mathematical skills within this specific population of participants. More research is needed to address the educational gap and to provide better opportunities for living a healthy lifestyle and building an era of productive members of society