1,991 research outputs found

    Didactic Software for Autistic Children

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    In this paper we describe the aims and requirements of a project devoted to designing and developing Open Source didactic Software (SW) for children in the autism disorder spectrum, conforming to the Applied Behaviour Analysis (ABA) learning technique. In this context, participatory design with therapists and child?s parents is necessary to ensure a usable product that responds to these children?s special needs and respects education principles and constraints of the ABA methodology

    Parent and Family Outcomes of PEERS: A Social Skills Intervention for Adolescents with Autism Spectrum Disorder

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    Raising a child with an Autism Spectrum Disorder (ASD) is associated with increased family chaos and parent distress. Successful long-term treatment outcomes are dependent on healthy systemic functioning, but the family impact of treatment is rarely evaluated. The Program for the Education and Enrichment of Relational Skills (PEERS) is a social skills intervention designed for adolescents with high-functioning ASD. This study assessed the impact of PEERS on family chaos, parenting stress, and parenting self-efficacy via a randomized, controlled trial. Results suggested beneficial effects for the experimental group in the domain of family chaos compared to the waitlist control, while parents in the PEERS experimental group also demonstrated increased parenting self-efficacy. These findings highlight adjunctive family system benefits of PEERS intervention and suggest the need for overall better understanding of parent and family outcomes of ASD interventions

    Measuring the Plasticity of Social Approach: A Randomized Controlled Trial of the Effects of the PEERS Intervention on EEG Asymmetry in Adolescents with Autism Spectrum Disorders

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    This study examined whether the Program for the Education and Enrichment of Relational Skills (PEERS: Social skills for teenagers with developmental and autism spectrum disorders: The PEERS treatment manual, Routledge, New York, 2010a) affected neural function, via EEG asymmetry, in a randomized controlled trial of adolescents with Autism spectrum disorders (ASD) and a group of typically developing adolescents. Adolescents with ASD in PEERS shifted from right-hemisphere gamma-band EEG asymmetry before PEERS to left-hemisphere EEG asymmetry after PEERS, versus a waitlist ASD group. Left-hemisphere EEG asymmetry was associated with more social contacts and knowledge, and fewer symptoms of autism. Adolescents with ASD in PEERS no longer differed from typically developing adolescents in left-dominant EEG asymmetry at post-test. These findings are discussed via the Modifier Model of Autism (Mundy et al. in Res Pract Persons Severe Disabl 32(2):124, 2007), with emphasis on remediating isolation/withdrawal in ASD

    DIGITAL TECHNOLOGIES AND LEARNING PROCESSES. THE ETERNAL GOLDEN GARLAND

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    none1noBeyond any possible rhetorical division between those who are for or against a more or less massive use of technologies, it is undeniable that technologies always have effects on cognitive, relational, and autonomy processes of individuals, in every season of life and by virtue of the quantity and quality of the use to which we are exposed. The experience of the pandemic caused by Covid19 definitely amplified and highlighted this fact, making the advantages and disadvantages of online life, to which many were forced, immediately apparent. The data on the learning process, in particular on the exclusions that online education has generated, is evident, although very patchy. The difference was determined by the technological skills of learners and teachers, by the possibilities of access to appropriate infrastructures and devices, and by the style of conducting teaching. With regard to this last point, pre-Covid teaching methods were an important factor: digital teaching has often amplified, for better or for worse, what was already being done in the traditional way, with the evidence, however, that some changes that were less evident in frontal teaching were urgent in mediated teaching. The speed of the lesson, for example, the didactic rhythm, the anchorage to the concrete and the levels of personalization were some of the conditions that compromised the success of online training. Technological teaching has also concerned the population of pupils in difficult, disabled, and disadvantaged situations, for whom the impact with the ICT world has been accompanied, as research has shown, by other risk factors (Ianes, 2020), again linked mainly to pre-Covid elements, and referring above all too experienced integration, practiced as a cultural model for schools or as a routine afterthought. The United Nations Convention on the Rights of Persons with Disabilities, recognizes new technologies as an essential contextual element for the promotion of the person's functioning, becoming tools capable of compensating for deficits, facilitating independent living, or, conversely, an obstacle and depriving environment/tool. For this reason, they find a specific place within the Environmental Factors of the ICF (WHO, 2001) and the assessment that must be made of them in view of individualized educational planning. International research (Woodward et al .,2001) based on evidence that tries to define what works in the ICT world for children with special educational needs, taking into account a plurality of variables, amount and type of feedback, practical experience, evaluation systems, motivation, teaching strategies - comes to the conclusion that the fact that software has been validated on the research level, does not guarantee that it works in practice (ibid., p. 21). The contribute aims to go in this direction and intends to provide some general reference criteria for evaluating and choosing technological opportunities.Pinnelli StefaniaPinnelli, Stefani

    Augmented Reality in the Education of Children With Autism Spectrum Disorder

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    Currently, despite the technological advance that often makes school education accessible to children with Autism Spectrum Disorder (ASD), there are still certain difficulties in understanding the teaching passed on in the classroom to the autistic.  Therefore, this research aimed to propose an approach to AR technology (Augmented Reality) as an aid in teaching-learning within the school environment where it provides a means of pedagogical resource in class.  For the development of this research, bibliographic research was carried out, where it is evident that through Augmented Reality combined with education it has many benefits, accessibility and inclusion.  With this, it is possible to conclude that the use of the technological tool in question can contribute to the TEA to facilitate learning, understanding, communication, interaction with other students and their perception, not only that, but also a benefit for the educator who can pass on content of more didactic way in the school class

    Effects of an Online Training in the Ziggurat Model on the Autism Knowledge of School-Based Speech-Language Pathologists (SLPs)

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    Autism Spectrum Disorder (ASD) is a low-incidence disorder with high impacts on individuals, families, and society. School-based speech-language pathologists (SLPs) have tremendous responsibilities toward individuals with ASD, but pre-service SLPs are not adequately trained to fulfill these expectations. In order to reduce the widespread financial and social impact of ASD, school-based SLPs need to complete effective training to prepare them for the selection of established social-communication practices. One framework for the selection of individualized intervention is the Ziggurat Model (Aspy & Grossman, 2008). The following study used mixed methods to investigate the research question: “Does the ASD knowledge base of ASHA-certified school-based SLPs change when they complete an online training module based upon Aspy and Grossman’s Ziggurat Model? If so, what are those changes?” A pre-test post-test control group design demonstrated a significant difference in the experimental group’s and the control group’s pre-test post-test change scores, as demonstrated by an independent samples t-test (p=.039, 18df). Qualitative data analysis resulted in six themes. While the online training of Aspy and Grossman’s Ziggurat Model used in this study was an effective method with which to train school-based SLPs in using a comprehensive framework, more rigorous research is needed on this model relative to the selection of intervention

    The Peers Intervention: Social Anxiety, Physiological Regulation, and Core Autistic Symptoms in Adolescents with Autism

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    There have been very few effective interventions developed that have focused on improving social skills in adolescents with autism spectrum disorders (ASD), however, the need is persistent. This study aimed to evaluate the effectiveness of the Program for the Enrichment and Education of Relational Skills (PEERS: Laugeson, Frankel, Mogil, & Dillon, 2009). PEERS focuses on improving friendship quality and social skills among adolescents, ages 11-15 years, with higher-functioning ASD. This study included 47 participants, who were randomly assigned to two groups. Assessment measures utilized parent report and adolescent self-report at pre- and post-treatment. In addition, respiratory sinus arrhythmia (RSA) was measured at both pre-and post-treatment in order to assess adolescents’ physiological arousal. Results revealed, in comparison to the waitlist control group, that the experimental treatment group significantly improved their knowledge of PEERS concepts and friendship skills, increased in their amount of get-togethers, and displayed less autistic symptoms as reported by parents, from pre-to post-PEERS. RSA was found to significantly decrease over time in both groups, contrary to expectations. This study greatly adds to the minimal literature regarding social skills interventions for adolescents with ASD, as well as suggests further avenues for understanding the complex effect of intervention on physiology in ASD

    Use of an Innovative Simulated-Virtual Training to Improve Dental Hygiene Students’ Self-Reported Knowledge, Attitudes, and Confidence in Providing Care to Child Patients with Autism Spectrum Disorder

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    Problem: As the diagnosis prevalence of Autism Spectrum Disorder (ASD) increases, it is important for dental hygiene students to be knowledgeable and comfortable in providing care to children with ASD. However, limited clinical experiences can result in decreased confidence in the ability to interact with children diagnosed with ASD in a clinical setting. Methodology: A convenience sample of 34, second-year dental hygiene students were recruited from a 4-year entry-level Dental Hygiene program. A simulated-virtual training (SVT) module was developed as an interactive approach for educating dental hygiene students on providing care to a child patient with ASD in a clinical setting. The SVT consisted of a scenario in which the clinician “interacted” with a child with ASD who was having difficulty in the dental environment. Students completed a pre-test and post-test survey that measured their knowledge, attitudes, and perceived confidence related to providing dental hygiene services to child patients with ASD. Descriptive statistics were used to describe the study sample. The Wilcoxon Signed Rank test was used to determine whether statistically significant differences existed between the key variables (i.e., knowledge, attitudes, and confidence) before and after receiving the SVT module; alpha was set at 0.05. The university’s Institutional Review Board approved this study (##20- 139). Results: An overall response rate of 97% was obtained for both surveys (n=33). Prior to receiving the SVT module, all dental hygiene students reported no clinical experience with providing care to children with ASD. There was a statistically significant difference observed between the pre and post-test surveys for the following: dental hygiene students’ self-reported confidence to provide care to patients with ASD upon graduation (3.42 ± 0.94 vs. 3.97 ± 0.73), the assessment of the unique needs of children with ASD (3.33 ± 0.85 vs. 4.15 ± 0.51), and an understanding of the dental needs for children with ASD (3.52 ± 0.91 vs. 4.06 ± 0.66),

    Use of a Simulated-Virtual Training Module to Improve Dental Hygiene Students\u27 Self-Reported Knowledge, Attitudes, and Confidence in Providing Care to Children with Autism Spectrum Disorder: A Pilot Study

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    Purpose: Autism spectrum disorder (ASD) is a developmental disorder affecting an individual\u27s ability to communicate, interact, behave, and learn. The purpose of this study was to determine knowledge, attitudes, and confidence of dental hygiene students in providing care to children with ASD as a mechanism for evaluating dental hygiene curricula for patients with special needs. Methods: A simulated-virtual training (SVT) intervention was developed as an interactive approach for educating dental hygiene students on providing care to a child patient with ASD. The SVT intervention consisted of a scenario in which the clinician interacted with a child with ASD who was having difficulty in the dental environment. Pre- and post-test surveys measured students\u27 knowledge, attitudes, and perceived confidence related to providing dental hygiene services to children with ASD prior to and following the intervention. The Wilcoxon Signed Rank was used to determine statistical significance at the p=.05 level. Results: Thirty-three second year dental hygiene students completed the pre- and post-test surveys for a response rate of 97%. Statistically significant differences were observed for self-reported confidence to provide care to patients with ASD upon graduation, assessment of the unique needs of children with ASD, and an understanding of the dental needs for children with ASD (p\u3c0.05). Participants\u27 confidence with performing dental hygiene services on children with ASD greatly increased, with statistically significant difference found for almost all services (i.e., oral exam, oral hygiene instruction, oral photos, radiographs, scaling, fluoride treatment; p\u3c0.05) except selective polishing. Most (90%) agreed that there is a need for additional/elective resources to help increase comfort in providing care to children with ASD. Conclusion: Results indicate the SVT intervention increased students\u27 knowledge, attitudes, self-perceived confidence, and comfort. Dental and dental hygiene curricula could include technologies and intervention methods to advance access to dental care by children with ASD
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