1,307 research outputs found
Using Mobile Augmented Reality to Improve Attention in Adults with Autism Spectrum Disorder
Adults on the autism spectrum commonly experience
impairments in attention management that hinder
many other cognitive functions necessary to appreciate
relationships between sensory stimuli. As autistic
individuals generally identify as visual learners, the
effective use of visual aids can be critical in developing
life skills. In this brief paper, we propose a Mobile
Augmented Reality for Attention (MARA) application
which addresses a lack of supportive and simple costeffective solutions for autistic adults to train attention
management skills. We present the proposed design,
configuration and implementation. Lastly, we discuss
future directions for research
XR, music and neurodiversity: design and application of new mixed reality technologies that facilitate musical intervention for children with autism spectrum conditions
This thesis, accompanied by the practice outputs,investigates sensory integration, social interaction and creativity through a newly developed VR-musical interface designed exclusively for children with a high-functioning autism spectrum condition (ASC).The results aim to contribute to the limited expanse of literature and research surrounding Virtual Reality (VR) musical interventions and Immersive Virtual Environments (IVEs) designed to support individuals with neurodevelopmental conditions.
The author has developed bespoke hardware, software and a new methodology to conduct field investigations. These outputs include a Virtual Immersive Musical Reality Intervention (ViMRI) protocol, a Supplemental Personalised, immersive Musical Experience(SPiME) programme, the Assisted Real-time Three-dimensional Immersive Musical Intervention Systemâ (ARTIMIS) and a bespoke (and fully configurable) âCreative immersive interactive Musical Softwareâ application (CiiMS).
The outputs are each implemented within a series of institutional investigations of 18 autistic child participants. Four groups are evaluated using newly developed virtual assessment and scoring mechanisms devised exclusively from long-established rating scales. Key quantitative indicators from the datasets demonstrate consistent findings and significant improvements for individual preferences (likes), fear reduction efficacy, and social interaction.
Six individual case studies present positive qualitative results demonstrating improved decision-making and sensorimotor processing. The preliminary research trials further indicate that using this virtual-reality music technology system and newly developed protocols produces notable improvements for participants with an ASC. More significantly, there is evidence that the supplemental technology facilitates a reduction in psychological anxiety and improvements in dexterity. The virtual music composition and improvisation system presented here require further extensive testing in different spheres for proof of concept
A Conceptual Approach in Designing Interactive Multimedia Application for Children With ASD
The purpose of this article is to create a suitable treatment program for autistic children that is based on the use of many media formats. This research utilizes a review of the relevant literature, an examination of the issue in the field, interviews, and surveys in order to obtain the data that is needed for the study. A concept to slightly practical approach has been taken to develop the app in a way that makes it possible for them to fit the strategies and lesson plans that are used throughout the treatment process for people who have autism. This has been carried out in a way that has been carried out in a way that makes it possible for them to fit these strategies and lesson plans. Children who have autism may benefit from interactive treatment programs that can be developed with the help of the Lovaas approach. These programs can make use of modern computer technology in addition to different forms of multimedia. These programs would be tailored to meet the needs of autistic children and adolescents
Zirkus Empathico 2.0, A serious game to foster emotional and collaborative skills in children with Autism Spectrum Disorder (ASD)
Autismus-Spektrum-Störung (ASD) ist eine neurologische Entwicklungsstörung, die durch eine Reihe von Entwicklungsstörungen gekennzeichnet ist, die zu einem Mangel an sozialen, kommunikativen und kooperativen FĂ€higkeiten fĂŒhren. Sozio-kommunikative BeeintrĂ€chtigungen können durch von Verhaltenstherapeuten konzipierte und durchgefĂŒhrte Trainingsprogramme fĂŒr soziale Kompetenzen verbessert werden.
ComputergestĂŒtzte Therapien zur Lösung sozio-kommunikativer Schwierigkeiten bei Kindern, Jugendlichen und Erwachsenen mit ASD haben ermutigende Ergebnisse gezeigt. Das Serious-Game-Format ist eine Form der Intervention. Seriöse Spiele sind pĂ€dagogisch wertvoll, aber oft attraktiver als offensichtliche pĂ€dagogische Hilfsmittel.
Zirkus Empathico 2.0 ist ein Serious Game fĂŒr mehrere Spieler mit verschiedenen Levels und BĂŒhnen in einer Zirkusumgebung. Die Auswertung erfolgte ĂŒber einen Zeitraum von acht Wochen. Sechzig Kinder mit ASD im Alter von fĂŒnf bis elf Jahren wurden vor und nach der Behandlung untersucht. Zu den primĂ€ren Ergebnissen gehörten die Empathiebewertung durch die Eltern und objektiv gemessene FĂ€higkeiten zur Emotionserkennung.
Die Bewertung der EffektivitĂ€t und Verwendbarkeit des Spiels fĂŒr das Training sozialer Kompetenzen zeigte, dass es eine plausible Lernumgebung schuf, indem es das Bewusstsein der Studienteilnehmer fĂŒr FĂ€higkeiten und neurotypisches Verhalten steigerte und ihre vorhergesagte Angst in zukĂŒnftigen sozialen Situationen verringerte.
Nach der Behandlung wurden signifikante Behandlungseffekte festgestellt. Sowohl bei Kurz- als auch bei Langzeitbeurteilungen.
Zirkus Empathico 2.0 ist erfolgreich bei der langfristigen Verbesserung der sozio-emotionalen FĂ€higkeiten in realen Situationen. ZukĂŒnftige Forschung sollte sich auf die spezifischen Prozesse konzentrieren, die den Ăbertragungs- und Aufrechterhaltungsvorteilen von Empathie und Emotionserkennung zugrunde liegen.Autism spectrum disorder (ASD) is a neurodevelopmental disorder characterized by a spectrum of developmental abnormalities that result in a lack of social, communicative, and collaborative abilities. Socio-communicative impairments can be improved through behavioral therapist-designed and delivered social-skills training programs.
Computer-based therapies to resolve socio-communicative difficulties in children, adolescents, and adults with ASD have demonstrated encouraging outcomes. The serious game format is one type of intervention. Serious games are educational but often appeal more than overt pedagogical tools.
Zirkus Empathico 2.0 is a multi-player serious game set with various levels and stages in a circus environment. It was evaluated over eight weeks. Sixty children with ASD aged five to eleven years were evaluated before treatment and post-treatment. Primary outcomes included empathy rating by parents and objectively measured emotion recognition abilities. Secondary outcomes were assessed as emotional awareness, emotion management, well-being, and personal therapy goals.
The assessment of the game's effectiveness and usability for social-skills training indicated that it established a plausible learning environment by boosting trial participants' awareness of abilities and neurotypical behavior and decreasing their predicted fear in future social situations.
Following treatment, significant treatment effects were detected. In both short- and long-term assessments, moderate impacts were observed on emotional awareness, emotion management, and autistic social symptomatology. Parents reported that therapy goals were met, and that treatment was transferred well.
Zirkus Empathico 2.0 is successful at improving long-term socio-emotional abilities in real-world situations. Future research should focus on the specific processes behind empathy and emotion recognition's transmission and maintenance benefits
Tablet Use and Social Skills in Autism Spectrum Disorder
The use of computer tablets can be beneficial for communication deficits in Autism. Studies have shown that tablets can have positive effects on individuals with Autism Spectrum Disorder (ASD) who have trouble communicating and expressing emotions. A systematic review was conducted to examine if tablets helped people with ASD develop social skills and expression of emotion. A search was conducted through PubMed. From the initial search, 117 articles were found. Of these 117 articles, 10 met the criteria for review along with 2 additional articles found from an additional source. These 12 articles underwent a systematic review. Tablet applications and video modeling were used to help the individuals with autism be able to learn emotions, recognize facial expressions, and communicate how they are feeling. Studies showed positive results when using multiple apps and videos. Although many more studies should be conducted in order to further support these results, this systematic review elucidated positive outcomes of tablet use
Technology-Assisted Intervention For Children With Autism Spectrum Disorder Using Augmented Reality
Technology-assisted intervention has potentials in improving the social, communication and behavior impairments in of children with autism spectrum disorder (ASD). Augmented reality (AR) offers multitude of possibilities and opportunities for the intervention of children with ASD. Therefore, this study identifies 13 researches from 2012 to 2018 that documented the efficacy of augmented reality applications in supporting the intervention of children with ASD. This study reviews the applications of augmented reality that nhanced the intervention for children with autism in (i) social skills, (ii) communication skills, and (iii) behavior skills. The conclusion reports the significant roles of augmented reality as technology-assisted
intervention for children with ASD
Attention-Based Applications in Extended Reality to Support Autistic Users: A Systematic Review
With the rising prevalence of autism diagnoses, it is essential for research
to understand how to leverage technology to support the diverse nature of
autistic traits. While traditional interventions focused on technology for
medical cure and rehabilitation, recent research aims to understand how
technology can accommodate each unique situation in an efficient and engaging
way. Extended reality (XR) technology has been shown to be effective in
improving attention in autistic users given that it is more engaging and
motivating than other traditional mediums. Here, we conducted a systematic
review of 59 research articles that explored the role of attention in XR
interventions for autistic users. We systematically analyzed demographics,
study design and findings, including autism screening and attention measurement
methods. Furthermore, given methodological inconsistencies in the literature,
we systematically synthesize methods and protocols including screening tools,
physiological and behavioral cues of autism and XR tasks. While there is
substantial evidence for the effectiveness of using XR in attention-based
interventions for autism to support autistic traits, we have identified three
principal research gaps that provide promising research directions to examine
how autistic populations interact with XR. First, our findings highlight the
disproportionate geographic locations of autism studies and underrepresentation
of autistic adults, evidence of gender disparity, and presence of individuals
diagnosed with co-occurring conditions across studies. Second, many studies
used an assortment of standardized and novel tasks and self-report assessments
with limited tested reliability. Lastly, the research lacks evidence of
performance maintenance and transferability.Comment: [Accepted version] K. Wang, S. J. Julier and Y. Cho, "Attention-Based
Applications in Extended Reality to Support Autistic Users: A Systematic
Review," in IEEE Access, vol. 10, pp. 15574-15593, 2022, doi:
10.1109/ACCESS.2022.314772
Tangible user interfaces and social interaction in children with autism
Tangible User Interfaces (TUIs) offer the potential for new modes of social
interaction for children with Autism Spectrum Conditions (ASC). Familiar objects that
are embedded with digital technology may help children with autism understand the
actions of others by providing feedback that is logical and predictable. Objects that
move, playback sound or create sound â thus repeating programmed effects â offer an
exciting way for children to investigate objects and their effects.
This thesis presents three studies of children with autism interacting with objects
augmented with digital technology.
Study one looked at Topobo, a construction toy augmented with kinetic
memory. Children played with Topobo in groups of three of either Typically
Developing (TD) or ASC children. The children were given a construction task, and
were also allowed to play with the construction sets with no task. Topobo in the task
condition showed an overall significant effect for more onlooker, cooperative, parallel,
and less solitary behaviour. For ASC children significantly less solitary and more
parallel behaviour was recorded than other play states.
In study two, an Augmented Knights Castle (AKC) playset was presented to
children with ASC. The task condition was extended to allow children to configure the
playset with sound. A significant effect in a small sample was found for configuration of the AKC, leading to less solitary behaviour, and more cooperative behaviour.
Compared to non-digital play, the AKC showed reduction of solitary behaviour because
of augmentation. Qualitative analysis showed further differences in learning phase, user
content, behaviour oriented to other children, and system responsiveness.
Tangible musical blocks (âd-touchâ) in study three focused on the task. TD and
ASC children were presented with a guided/non-guided task in pairs, to isolate effects
of augmentation. Significant effects were found for an increase in cooperative symbolic
play in the guided condition, and more solitary functional play was found in the
unguided condition. Qualitative analysis highlighted differences in understanding
blocks and block representation, exploratory and expressive play, understanding of
shared space and understanding of the system.
These studies suggest that the structure of the task conducted with TUIs may be
an important factor for childrenâs use. When the task is undefined, play tends to lose
structure and the benefits of TUIs decline. Tangible technology needs to be used in an
appropriately structured manner with close coupling (the distance between digital
housing and digital effect), and works best when objects are presented in familiar form
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