Assisting individuals with autism and cognitive disorders: An augmented reality based framework

Individuals with autism require systematic assistance while dealing with the surrounding environment and its objects. The project aim is to develop a framework that could be of substantial help to people with autism and cognitive disorders. The framework is based on common mobile devices and freely available Augmented Reality (AR) applications. The Augmented Reality used in our approach is marker-based AR that employs a camera and a visual marker to trigger and present media content on the mobile device's screen. The developed framework allows parents and teachers to easily create educational augmented environments for children with autism and cognitive disorders by populating a real-world space with visual markers of favorite cartoonish helpers that can evoke helpful AR content and embed it in the real-world environment. The paper analyzes and discusses the use of the proposed framework from conceptual and technological points of view. - 2019 Kassel University Press GmbH.Scopu

Dungeons, Dragons, and Drama Therapy: A Digital Approach for Teenagers on the Autism Spectrum

This research seeks to answer the question of whether drama therapy can make use of role-playing games designed for tabletop, specifically Dungeons and Dragons, and digital technology, in a way that is therapeutic for adolescents with autism spectrum disorder. This theoretical intervention research will build on the work of previous drama therapists to demonstrate how Dungeons and Dragons can be a useful distanced intervention that incorporates existing tools into a flexible and imaginative play space between the therapist and client

Design, Implementation, and Performance Analysis of In-Home Video based Monitoring System for Patients with Dementia

Dementia is a major public health problem affecting 35 million people in USA. The caregivers of dementia patients experience many types of physical and psychological stress while dealing with disruptive behaviors of dementia patients. This will also result in frequent hospitalizations and re-admissions. In this project we design, implement, and measure the performance of an advanced video based monitoring system to aide the caregivers in managing the behavioral symptoms of dementia patients. The caregivers will be able to easily capture and share the antecedents, consequences, and the function of behavior, through a video clip, and get the real-time feedback from clinical experts. Overall the system will help in reducing the hospital admission/readmission, improve the quality of life for caregivers, and in general result in reduced cost of health care systems. System is developed using python scripts, open source web frameworks, FFmpeg tool chain, and commercial off-the-shelf IP camera and mini-PC. WebRTC is used for video based coaching of caregivers. A framework has been developed to evaluate the storage and retrieval latency of video clips to public and On-premise clouds, video streaming performance in LAN and WLAN environments, and WebRTC performance in different types of access networks. InstaGENIrack, a GENI rack in KU is used as on-premise cloud infrastructure for the evaluation. OpenSSL utilities are employed for secured transport and storage of captured video clips. We conducted the trials in Google fiber ISP in Kansas city, and compared the performance with other traditional ISPs

Google It

Violence prevention is of the utmost concern in some schools. For various reasons, rural schools face a number of challenges that may prevent them from implementing strong, evidence-based violence prevention initiatives. Given that the Internet houses a plethora of cost-free resources on threat assessment and violence prevention in schools, rural educators may consult the internet for information. However, because little is known about the composition and quality of such resources, it is important that they are properly evaluated. As such, the purpose of the present study was to compare existing, free, online school-based threat assessment resources to an evidence-based threat assessment framework to determine how well online resources communicate evidence-based principles. Using component analysis, a total of 11 online resources were evaluated. Overall, the findings from this investigation revealed that the evaluated online threat assessment resources were not as comprehensive as evidence-based guidelines. Keywords: online, prevention, schools, threat assessment, violenc

Bridging Education and Engineering Students through a Wind Energy-Focused Community Engagement Project

Regional growth in offshore wind energy development, changes to the state’s K-12 science standards, and a desire to deepen undergraduate student learning coalesced to inspire an interdisciplinary community engagement project bridging university courses in engineering and education. The project consists of three main activities: a professional development event for local fourth grade teachers, five classroom lessons designed and taught by undergraduate engineering and education majors, and a final celebration event, all focused around the topics of wind energy and engineering design. This spring, the project was carried out for the third consecutive year, though each year’s implementation has been unique due to the timing of the onset of COVID-19. Analysis of responses from the Teaching Engineering Self-Efficacy Scale and an end-of-semester course survey demonstrate growth in student learning and transferrable skills from participating in the semester-long project. Additionally, exploration of students’ narrative work provides a richness to further understanding their growth and challenges they confronted. This interdisciplinary community engagement project will continue into future years, with improvements informed by the findings of this work, most notably with the hope of returning to a fully in-person delivery of lessons to fourth-graders

Practical, appropriate, empirically-validated guidelines for designing educational games

There has recently been a great deal of interest in the potential of computer games to function as innovative educational tools. However, there is very little evidence of games fulfilling that potential. Indeed, the process of merging the disparate goals of education and games design appears problematic, and there are currently no practical guidelines for how to do so in a coherent manner. In this paper, we describe the successful, empirically validated teaching methods developed by behavioural psychologists and point out how they are uniquely suited to take advantage of the benefits that games offer to education. We conclude by proposing some practical steps for designing educational games, based on the techniques of Applied Behaviour Analysis. It is intended that this paper can both focus educational games designers on the features of games that are genuinely useful for education, and also introduce a successful form of teaching that this audience may not yet be familiar with

How Infants Perceive Animated Films

Today, many infants begin consistently viewing videos at 4 to 9 months of age. Due to their reduced mobility and linguistic immaturity younger infants are good watchers, spending a lot of time sitting and watching the actions and (also emotional) reactions of both real and televised people as well as animated characters. Since babies can perceive the similarity between a 2-dimensional image and the real 3-dimensional entity that is depicted, they respond to the video image of another person with smiles and increased activity, much as they would to the actual person. Furthermore, emotional reaction of a televised person can influence their behaviour. Infant attention to films as to natural scenes begins by being stimulus-driven and progresses to top-down control as the child matures cognitively and acquires general world knowledge. The producers of infant-directed animations however use low-level visual features to guide infants’ attention to semantic information which might explain infants’ preference for them. In this chapter, we will discuss the developmental foundations of (animated) film cognition, focusing mainly on the perception of emotional cues based on recent empirical findings

How infants perceive animated films

Book synopsis: Ranging from blockbuster movies to experimental shorts or documentaries to scientific research, computer animation shapes a great part of media communication processes today. Be it the portrayal of emotional characters in moving films or the creation of controllable emotional stimuli in scientific contexts, computer animation’s characteristic artificiality makes it ideal for various areas connected to the emotional: with the ability to move beyond the constraints of the empirical "real world," animation allows for an immense freedom. This book looks at international film productions using animation techniques to display and/or to elicit emotions, with a special attention to the aesthetics, characters and stories of these films, and to the challenges and benefits of using computer techniques for these purposes

"Presuming competence and assuming that accommodations will be the inroads to access and participation": factors facilitating inclusive research and peer mentoring as opportunities for social inclusion for people with intellectual/developmental disabilities

People with intellectual/developmental disabilities experience exclusion from social spaces. In this dissertation, I address social inclusion in: a) research and b) peer relationships in the context of mental health services. To address inclusion in research, we conducted key informant interviews with academic researchers (n = 8) and co-researchers with intellectual disability (n = 6) who have expertise in inclusive research (study 1). Using principles of grounded theory we analyzed the data and developed a conceptual model describing the contextual factors and team-level factors that coalesce to foster and maintain inclusive research collaborations. We found that team members’ values and characteristics influence inclusive research collaborations and drive a commitment to accessibility. Additionally, perceived personal and societal benefits contribute to co-researcher involvement. Contextual factors, including funding and partnership duration, influence teams’ processes and structures. These processes and structures influence the extent to which co-researchers perceive the inclusive research team to be co-facilitated or academic-facilitated. This model describes how contextual and team-level factors and processes may be optimized to support co-researcher engagement in inclusive research. To address peer relationships in the context of mental health services, I used a stakeholder-driven approach to develop a peer mentoring intervention for young adults with intellectual/developmental disabilities and co-occurring mental health conditions (study 2). This approach included partnership with 3 young adults with intellectual/developmental disabilities and co-occurring mental health conditions and a 7 member advisory board composed of self-advocates and professionals. In addition, I conducted focus groups with mental health clinicians (n = 10), peer support specialists (n = 9), and transition specialists (n = 20) to identify the desired peer mentoring outcome and intervention components and content that may facilitate these outcomes. The focus group participants identified several relationship-driven and outcome-driven actions peer mentors may use to support outcome achievement. Stakeholders also identified five components relevant to the intervention: safety considerations, mentor matching, degree of intervention structure, mentor training and support, and collaboration with mentees’ support teams. These findings draw attention to the importance of social relationships and individualization of both mentoring and supports for mentors. Together, these two studies highlight the importance of valuing the unique strengths of people with disabilities and the need for task and environmental adaptations to foster social inclusion of people with intellectual/developmental disabilities.2021-06-18T00:00:00