Using Assistive Technologies in Autism Care Centers to Support Children Develop Communication and Language Skills. A Case Study: Albania

In this paper, we propose the use of the smart environment based on Internet of Things (IoT) and P2P technology as a form of assistive environment in autism care centers to support children develop communication and language skills. We are going to propose the use of the smart environment in Albanian Regional Center for Autism in Tirana, Albania. The smart environment is proposed as an assistive environment for this center in order to support students’ learning during the time that they come to the center for support. Our proposed system uses JXTA-Overlay platform and SmartBox device to monitor the children and create P2P communication between children, caregivers and therapists. Various visual systems, such as objects, photographs, realistic drawings, line drawings, and written words used with assorted modes of technology can support engaged learning and then can increase and maintain the concentration of children with ASD during learning

Assisting the autistic To reduce anxiety caused by their environment

Many people with Autistic Spectrum Disorder (ASD) find certain sounds so unpleasant that their lifestyle can be severely impaired by the need to avoid these noises. This paper considers several common sources of such anxietyinducing noise in the normal home and working environments, and considers whether this problem could be addressed with mechatronic concepts. People with ASD were tested for their reactions to a range of noises, and to the same noises filtered through noise reduction devices. Analysis of the probable characteristics of the anxiety- causing noise features was made. The noises were varying in time and pitch. In addition to anecdotal and survey evidence some carefully structured tests were carried out on some participants using the devices. Based on this investigation, specific mechatronic devices are proposed, using active noise control to selectively soften the sounds, which may be suitably used by those suffering ASD. A smart home or office could deploy multiple devices, in the optimal locations to reduce any offensive noise, whilst preserving a pleasant environment that allows the user the ability to communicate. Furthermore the environment could be tuned to the needs of specific individuals, and switched when they are present

Learning Environments for Children with Autism - End of Year Report, July 08

This report has been written for the staff at Sunfield School, and is a continuation and update of the progress of the Learning Environments research project. It should be read as supplemental to the July 07 end of year report

Unexpected changes of itinerary: adaptive functioning difficulties in daily transitions for adults with autism spectrum disorder

Adaptive functioning skills, also known as adaptive behaviours, refer to a multifaceted concept defined as behaviours necessary for age-appropriate, independent functioning in social, communication, daily living, or motor areas. In light of the growing population of children with ASD who will eventually become adults, increased understanding of adaptive functioning during the transition to adulthood is of importance, but current research in this area lacks first-hand evidence presenting adaptive skills difficulties among older adolescents and adults with ASD. This article focuses on adaptive functioning skills in daily transitions for adults with Asperger's syndrome (AS) or high-functioning autism (HFA). It draws on evidence from twelve interviews with individuals on the autism spectrum age 16-43, and two focus groups with eight family members of people affected by ASD. Particular emphasis is placed on impact of adaptive functioning difficulties on wellbeing and quality of life for adults with ASD. Grounded theory approach has been used to analyse gathered data. Interviewees reflected on daily challenges associated with unexpected changes in routine, sensory difficulties and social interactions. These in turn had an impact on their adaptive functioning skills by introducing complications in the process of making transitions between different contexts and decreasing interviewees’ ability to tackle challenges of daily life. Importance placed on societal expectations towards meeting bespoken standards and conforming to norms ruling the structure and interactions of daily life were also widely discussed. Frequently such expectations did not allow for factoring in the developmental nature of ASD and related difficulties, which as a result triggered additional complexity in managing daily transitions for adults on the spectrum. Further research addressing adaptive functioning skills in daily transitions for adults with ASD is needed

A proposed framework of an interactive semi-virtual environment for enhanced education of children with autism spectrum disorders

Education of people with special needs has recently been considered as a key element in the field of medical education. Recent development in the area of information and communication technologies may enable development of collaborative interactive environments which facilitate early stage education and provide specialists with robust tools indicating the person's autism spectrum disorder level. Towards the goal of establishing an enhanced learning environment for children with autism this paper attempts to provide a framework of a semi-controlled real-world environment used for the daily education of an autistic person according to the scenarios selected by the specialists. The proposed framework employs both real-world objects and virtual environments equipped with humanoids able to provide emotional feedback and to demonstrate empathy. Potential examples and usage scenarios for such environments are also described

Overcoming barriers and increasing independence: service robots for elderly and disabled people

This paper discusses the potential for service robots to overcome barriers and increase independence of elderly and disabled people. It includes a brief overview of the existing uses of service robots by disabled and elderly people and advances in technology which will make new uses possible and provides suggestions for some of these new applications. The paper also considers the design and other conditions to be met for user acceptance. It also discusses the complementarity of assistive service robots and personal assistance and considers the types of applications and users for which service robots are and are not suitable

Training Special Educators in a World of Technology Changes

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