Autism Friendly Lesson Planning: A Universal Design for Learning Training for College Level Instructors

The literature on adults on the autism spectrum is a vastly growing one, but there is still a great need for more in-depth research. There are common misunderstandings about individuals on the autism spectrum that leads to stigma from the overall population in the United States (John et al. 2018). As more individuals on the spectrum enroll in higher education, their needs in the classroom are becoming more apparent to instructors at this level. This literature review explores research on the community of people on the spectrum, their needs in the college setting, what can be done to accommodate these students, and the outcome of these accommodations. The research has shown that utilizing a method of teaching that considers the needs of very mentally and intellectually diverse populations such as Universal Design for Learning can assist in creating a successful work environment for students on the spectrum (Waisman et al. 2022). The present training is created using UDL principles to teach college level instructors how to teach students on the Autism Spectrum and advocate for their students

Psychophysiological analysis of a pedagogical agent and robotic peer for individuals with autism spectrum disorders.

Autism spectrum disorder (ASD) is a neurodevelopmental disorder characterized by ongoing problems in social interaction and communication, and engagement in repetitive behaviors. According to Centers for Disease Control and Prevention, an estimated 1 in 68 children in the United States has ASD. Mounting evidence shows that many of these individuals display an interest in social interaction with computers and robots and, in general, feel comfortable spending time in such environments. It is known that the subtlety and unpredictability of people’s social behavior are intimidating and confusing for many individuals with ASD. Computerized learning environments and robots, however, prepare a predictable, dependable, and less complicated environment, where the interaction complexity can be adjusted so as to account for these individuals’ needs. The first phase of this dissertation presents an artificial-intelligence-based tutoring system which uses an interactive computer character as a pedagogical agent (PA) that simulates a human tutor teaching sight word reading to individuals with ASD. This phase examines the efficacy of an instructional package comprised of an autonomous pedagogical agent, automatic speech recognition, and an evidence-based instructional procedure referred to as constant time delay (CTD). A concurrent multiple-baseline across-participants design is used to evaluate the efficacy of intervention. Additionally, post-treatment probes are conducted to assess maintenance and generalization. The results suggest that all three participants acquired and maintained new sight words and demonstrated generalized responding. The second phase of this dissertation describes the augmentation of the tutoring system developed in the first phase with an autonomous humanoid robot which serves the instructional role of a peer for the student. In this tutoring paradigm, the robot adopts a peer metaphor, where its function is to act as a peer. With the introduction of the robotic peer (RP), the traditional dyadic interaction in tutoring systems is augmented to a novel triadic interaction in order to enhance the social richness of the tutoring system, and to facilitate learning through peer observation. This phase evaluates the feasibility and effects of using PA-delivered sight word instruction, based on a CTD procedure, within a small-group arrangement including a student with ASD and the robotic peer. A multiple-probe design across word sets, replicated across three participants, is used to evaluate the efficacy of intervention. The findings illustrate that all three participants acquired, maintained, and generalized all the words targeted for instruction. Furthermore, they learned a high percentage (94.44% on average) of the non-target words exclusively instructed to the RP. The data show that not only did the participants learn nontargeted words by observing the instruction to the RP but they also acquired their target words more efficiently and with less errors by the addition of an observational component to the direct instruction. The third and fourth phases of this dissertation focus on physiology-based modeling of the participants’ affective experiences during naturalistic interaction with the developed tutoring system. While computers and robots have begun to co-exist with humans and cooperatively share various tasks; they are still deficient in interpreting and responding to humans as emotional beings. Wearable biosensors that can be used for computerized emotion recognition offer great potential for addressing this issue. The third phase presents a Bluetooth-enabled eyewear – EmotiGO – for unobtrusive acquisition of a set of physiological signals, i.e., skin conductivity, photoplethysmography, and skin temperature, which can be used as autonomic readouts of emotions. EmotiGO is unobtrusive and sufficiently lightweight to be worn comfortably without interfering with the users’ usual activities. This phase presents the architecture of the device and results from testing that verify its effectiveness against an FDA-approved system for physiological measurement. The fourth and final phase attempts to model the students’ engagement levels using their physiological signals collected with EmotiGO during naturalistic interaction with the tutoring system developed in the second phase. Several physiological indices are extracted from each of the signals. The students’ engagement levels during the interaction with the tutoring system are rated by two trained coders using the video recordings of the instructional sessions. Supervised pattern recognition algorithms are subsequently used to map the physiological indices to the engagement scores. The results indicate that the trained models are successful at classifying participants’ engagement levels with the mean classification accuracy of 86.50%. These models are an important step toward an intelligent tutoring system that can dynamically adapt its pedagogical strategies to the affective needs of learners with ASD

SOCIAL STORIES AND DIGITAL LITERACY PRACTICES FOR INCLUSIVE EDUCATION

This article deals with current issues of modern pedagogical practices incorporated in Special and Inclusive Education and touches upon Social Stories as a supplementary powerful learning tool especially in cases of children with autism and other similar communication deficits. According to our literature review, Social Stories better respond to the needs and abilities of the children personality regardless of their age by presenting a considerable amount of social information and best describing social schemata and situations. Also, they provide guidance for socially appropriate attitudes and behaviors, encouragement and support in learning and educational setting, both verbally and visually supported. To set the theoretical frame of this topic, an overview of social constructivism theory and the Unified Theory of Acceptance and Use of Technology are provided. Moreover, what is also under discussion in this article relates to the new digital challenges that have lately emerged after the combination of Social Stories with ICTs. Article visualizations

Features of mobile apps for people with autism in a post covid-19 scenario: current status and recommendations for apps using AI

The new ‘normal’ defined during the COVID-19 pandemic has forced us to re-assess how people with special needs thrive in these unprecedented conditions, such as those with Autism Spectrum Disorder (ASD). These changing/challenging conditions have instigated us to revisit the usage of telehealth services to improve the quality of life for people with ASD. This study aims to identify mobile applications that suit the needs of such individuals. This work focuses on identifying features of a number of highly-rated mobile applications (apps) that are designed to assist people with ASD, specifically those features that use Artificial Intelligence (AI) technologies. In this study, 250 mobile apps have been retrieved using keywords such as autism, autism AI, and autistic. Among 250 apps, 46 were identified after filtering out irrelevant apps based on defined elimination criteria such as ASD common users, medical staff, and non-medically trained people interacting with people with ASD. In order to review common functionalities and features, 25 apps were downloaded and analysed based on eye tracking, facial expression analysis, use of 3D cartoons, haptic feedback, engaging interface, text-to-speech, use of Applied Behaviour Analysis therapy, Augmentative and Alternative Communication techniques, among others were also deconstructed. As a result, software developers and healthcare professionals can consider the identified features in designing future support tools for autistic people. This study hypothesises that by studying these current features, further recommendations of how existing applications for ASD people could be enhanced using AI for (1) progress tracking, (2) personalised content delivery, (3) automated reasoning, (4) image recognition, and (5) Natural Language Processing (NLP). This paper follows the PRISMA methodology, which involves a set of recommendations for reporting systematic reviews and meta-analyses

Supporting Collaborative Learning in Computer-Enhanced Environments

As computers have expanded into almost every aspect of our lives, the ever-present graphical user interface (GUI) has begun facing its limitations. Demanding its own share of attention, GUIs move some of the users\u27 focus away from the task, particularly when the task is 3D in nature or requires collaboration. Researchers are therefore exploring other means of human-computer interaction. Individually, some of these new techniques show promise, but it is the combination of multiple approaches into larger systems that will allow us to more fully replicate our natural behavior within a computing environment. As computers become more capable of understanding our varied natural behavior (speech, gesture, etc.), the less we need to adjust our behavior to conform to computers\u27 requirements. Such capabilities are particularly useful where children are involved, and make using computers in education all the more appealing. Herein are described two approaches and implementations of educational computer systems that work not by user manipulation of virtual objects, but rather, by user manipulation of physical objects within their environment. These systems demonstrate how new technologies can promote collaborative learning among students, thereby enhancing both the students\u27 knowledge and their ability to work together to achieve even greater learning. With these systems, the horizon of computer-facilitated collaborative learning has been expanded. Included among this expansion is identification of issues for general and special education students, and applications in a variety of domains, which have been suggested

Embracing Diverse Thinkers: A Case Study Examining the Graduation Rates from a High Autism College Student Population

The purpose of this intrinsic case study was to describe how Alpha College, a private college in the southeastern United States with high neurodiverse enrollment, generates uniquely high graduation rates for its autistic student population. The case study answers the following central question: CQ) How does Alpha College, a private college in the southeastern United States with high neurodiverse enrollment, generate high graduation rates for its autistic student population? The intrinsic case design focused on the case itself; Alpha College observes uniquely high graduation rates of autistic students. This study was guided by Blume and Singers\u27 social stigma theory and Goffman’s neurodiversity theory. Data were collected through interviews, document analysis, and a focus group. Pseudonyms were used for interviews and focus group participants. Triangulation was achieved with audio recordings, transcripts, field notes, and analytical memoing. Data were synthesized using Yin’s components of single-case research, Stake’s interview transcription technique, and Saldaña’s Eclectic Codes. Results showed two key themes holistic education and faculty support. The implications of this case study pertain to policy and practice. Implications of the study impact policy pertaining to federal guidelines to better meet the needs of the autistic student population in higher education and the infrastructure of conventional university support programs, resources, and pedagogy. Implications call for a transformative shift in perception and action. Perception affects change in action, resulting in more effective supports, and services, leading to higher graduation rates for autistic students nationwide

A qualitative case study investigating the graduation and job placement outcomes of college students with autism spectrum disorder : implications for higher education leaders

"July 2014."Dissertation Supervisor: Dr. Robert Watson.Includes vita.The purpose of this qualitative case study was to investigate the policies, procedures, and programs in place to encourage the graduation and job placement of college students with Autism Spectrum Disorder (ASD). Data collection took place at Open Enrollment Midwestern University, a pseudonym, through document analysis and interviews. Document analysis focused on the policies relevant to students admitted with disabilities, specifically ASD. Interviews were held with current students with ASD, and administrators, faculty, and staff who directly or indirectly work with students with disabilities, specifically ASD. While most findings included data relevant to college students with disabilities in general, the primary focus was on college students with ASD. Prior studies are few and focus on the increase in the population of college students with ASD paired with the lack of services. A gap in research exists among the policies, procedures, and programs that may or may not be in place to ensure the graduation and job placement of college students with ASD. This study's findings revealed a lack of policies, procedures, and programs that encourage the graduation and job placement of college students with disabilities in general, including ASD. Findings also examine Project Stay, a federally funded program on college campuses that is exceeding their goals of graduating at-risk students, including students with disabilities such as ASD.Includes bibliographical references (pages 104-116)

The Autism Toolbox : An Autism Resource for Scottish Schools

The Autism Toolbox will draw upon a range of practice experience, literature and research to offer guidance for authorities and schools providing for children and young people with Autism Spectrum Disorders (ASD)

Enhancing Arts Teaching and Learning Through Mooc

This project is a collaborative effort by a group of Faculty of Applied and Creative Arts lecturers whom were involved in a MOOC project titled Application of ICT in Applied and Creative Arts. The objectives of this present project are twofold. First, it strives to identify problems rendered by using MOOC in the process of teaching and learning arts courses. Secondly, to enhance the use of MOOC by proposing solutions to the problems. Throughout the implementation of our MOOC project, it was found that while we were able to assess students’ understanding of the theoretical part of the project through quizzes, essays and polls, it was rather difficult to observe their overall process of completion such as drawing techniques, lighting set-ups for video production, reading notes and playing musical instruments, character design and other crucial elements that needs to be assessed

What is revealed about disability services and how they are communicated to autistic students in higher education institutions in the UK and Saudi Arabia through the medium of the university website: A documentary analysis

Disability services in higher education (HE) settings broadly focus on removing barriers to learning and enhancing students’ learning and development. This research focuses on understanding how disability services are presented to students with autism in the websites of Saudi and UK HE institutions. University websites are especially important for students with disabilities, including students with autism, as these are likely to be the first medium they encounter regarding how a university views them and responds to their needs. However, little, if any, research seems to have previously been conducted in this area. A clear need therefore exists to understand how the disability services presented to this population are mediated via such websites. The research project reported in this thesis was conducted in three stages. The first stage involved identifying the types of services that seem to be offered to university students with autism in the websites of 153 UK and 58 Saudi Arabian universities, as well as manually evaluating the visibility and navigability of these websites using a set of criteria. Identifying the types of services that seem to be offered in HE institutions’ websites helped develop a better understanding of these services and facilitated the second stage of this research. The second stage involved a sample of 15 Saudi and UK HE institutions’ websites that seemed to offer autism-specific services rather than just generic services, which were examined through in-depth discourse analysis and thematic analysis. This stage closely evaluated how HE institutions communicated their autism-specific provisions to the visitors of their websites. The third stage involved content analysis and thematic analysis of the websites of four universities—two from Saudi Arabia and two from the UK—as well as a comparison of these universities in terms of the influences that seemed to shape the organisation of their disability services. This stage aimed to understand the differences between the UK and Saudi contexts in the disability services offered to autistic students. The findings of this research show the nature of the provision offered according to the websites of Saudi and UK universities and the way this provision is communicated. The results of this study may benefit students on the autism spectrum, as well as professionals in the field, by revealing how disability service centres seem to understand the needs of university students with autism, as portrayed through their websites