A Virtual Conversational Agent for Teens with Autism: Experimental Results and Design Lessons

We present the design of an online social skills development interface for teenagers with autism spectrum disorder (ASD). The interface is intended to enable private conversation practice anywhere, anytime using a web-browser. Users converse informally with a virtual agent, receiving feedback on nonverbal cues in real-time, and summary feedback. The prototype was developed in consultation with an expert UX designer, two psychologists, and a pediatrician. Using the data from 47 individuals, feedback and dialogue generation were automated using a hidden Markov model and a schema-driven dialogue manager capable of handling multi-topic conversations. We conducted a study with nine high-functioning ASD teenagers. Through a thematic analysis of post-experiment interviews, identified several key design considerations, notably: 1) Users should be fully briefed at the outset about the purpose and limitations of the system, to avoid unrealistic expectations. 2) An interface should incorporate positive acknowledgment of behavior change. 3) Realistic appearance of a virtual agent and responsiveness are important in engaging users. 4) Conversation personalization, for instance in prompting laconic users for more input and reciprocal questions, would help the teenagers engage for longer terms and increase the system's utility

The design principles of edutainment system for autistic children with communication difficulties

The number of children with autism is increasing worldwide. Children with autism face three major problems; socializing, communicating, and behaviour. Approximately 50% of all individuals with autism have difficulties in developing functional language owing to communication deterioration. Mobile devices with installed educational games help these individuals feel more comfortable and relaxed doing such activities. Although numerous mobile applications are available for individuals with autism, they are difficult to use; particularly in terms of user-interface design. This study analysed the existing apps in order to determine the design principles applicable to the Edutainment App being studied. Five applications were involved in this analysis. As outlined in the objectives of this study, identifying these design principles is important in designing the app. The analysis identified fifteen suggestions for the design principles. These suggestions addressed, simple interfaces; image size; number of pictures; home page icon; colour; having images identical to real life objects; the use of caregivers; navigation; password-protection; audio appropriate to the images; the app language used; evaluating parameters to measure the child’s growth; option for photo loading; PECS-based communication; and sentence pronunciation function. These recommendations are offered by this study towards designing and developing a prototype app for autistic children. This study introduces an edutainment-system design principle formulated to help develop the communication skills of children with autism-spectrum disorders. This study also describes the design, implementation, and evaluation of the ICanTalk app-a mobile edutainment app that can be used to improve users’ understanding and communication skills and help them to connect with society and the surrounding environment particularly for autistic children with communication difficulties. This app allows caregivers to create personalized content using pictures and audio on their mobile devices (tablets). The evaluation of the app by teachers suggests that it is useful and easy-to-use. In conclusion, based on the evaluation results, it is found that the ICanTalk app is effective in helping autistic children with communication difficultie

Assistive learning technologies for learners with ADHD and ASD: – a review 2006-2016

This literature review was a part of a research project investigating how technologies can be utilised to support learners with developmental and attention deficit to be included in mainstream learning contexts.  The review contains research within the field of assistive learning technologies for learners with Attention Deficit Hyperactivity Disorder and Autism Spectrum Disorder from 2006 to 2016. The review is conducted, by using systematic and qualitative academically acknowledged literature search methods. Seven categories of technology-based interventions are recognised from current research, where technologies have been used to support: 1) memory disabilities and/or brain training, 2) increasing focusing attention, 3) time and task management, 4) communication, 5) reading, writing, language and literacy skills, 6) changing behaviour and 7) group work and collaboration. The results indicate that the overall findings of the rendered studies present mixed conclusions. The review calls for more research in a mainstream learning context with a universal design for learning approach

Modelling basic numeracy learning application for children with autism: a pilot study / Muhamad Fairus Kamaruzaman, Harrinni Mohd Noor and Mustaffa Halabi Hj Azahari

Children with autism have various difficulties in developing cognitive abilities and attaining new knowledge. However, it is essential they obtain a competence approach in order to achieve independence. The state of art has shown that a significant aspiration for children with autism is to become independent. Part of attaining independence includes achieving skills that allow for self-determination and involvement in social activities. Hence, it is essential for every child with autism to acquire basic numeracy skills to enhance their self-determination. With the emergence of assistive learning technology such as smartphones, PDAs, tablets, and laptops with touchscreen features, there are extensive ways to improve the quality of life for children with autism. This study, therefore, aims to explore the basic numeracy skills-based dynamic visual for children with autism that will possibly be of assistance to parents, educators, and facilitators in the development of digital assistive learning tools to meet the requirements of children with autism in learning environments. From the proposed theoretical framework, an application was designed and tested with several children with autism. Based on observations from the experiment, the users showed positive attitudes towards the outcome of the application

Modelling basic numeracy learning application for children with autism: a pilot study / Muhamad Fairus Kamaruzaman, Harrinni Mohd Noor and Mustaffa Halabi Hj Azahari

Children with autism have various difficulties in developing cognitive abilities and attaining new knowledge. However, it is essential they obtain a competence approach in order to achieve independence. The state of art has shown that a significant aspiration for children with autism is to become independent. Part of attaining independence includes achieving skills that allow for self-determination and involvement in social activities. Hence, it is essential for every child with autism to acquire basic numeracy skills to enhance their self-determination. With the emergence of assistive learning technology such as smartphones, PDAs, tablets, and laptops with touchscreen features, there are extensive ways to improve the quality of life for children with autism. This study, therefore, aims to explore the basic numeracy skills-based dynamic visual for children with autism that will possibly be of assistance to parents, educators, and facilitators in the development of digital assistive learning tools to meet the requirements of children with autism in learning environments. From the proposed theoretical framework, an application was designed and tested with several children with autism. Based on observations from the experiment, the users showed positive attitudes towards the outcome of the application

Current Barriers to Dental Care of Virginia Children With Autism Spectrum Disorder (ASD)

Objective: The purpose of this study was to determine the barriers to accessing professional dental care for Virginia children with Autism Spectrum Disorder (ASD) as a mechanism for evaluating dental hygiene curricula. Methods: Data was collected via Qualtrics® from caregivers of one or more children with ASD who were part of Families of Autistic Children in Tidewater (FACT). The survey was distributed through FACT to all 200 members (N=200) via an email link, and a response rate of 28.5% (N=57) was obtained. Linear regression and logistic regression models were used to analyze data at the p=.05 level of significance. Results: Most of the children of the respondents were male (78.95%), Caucasian (63.16%), and an average age of 11 years. A majority of participants’ children (92.98%) had dental insurance. Respondents who reported that their children were Caucasian were significantly more likely to receive professional dental care (p=0.008). Caregivers of children with ASD who indicated a household income above $75,000 in the past year were significantly more likely to receive dental treatment compared to those with a reported household income below$75,000 (p=0.077). Children with ASD indicated to have a high level of cooperation, were significantly more likely to receive treatment from a dental professional within the last six months than children who were indicated as uncooperative (p=0.047). Caregivers who reported their child had dental anxiety were significantly less likely to receive dental treatment compared to those with a reported low level of dental phobia (p=0.025). Interestingly, more than half of participants (59.65%) had not received dental intervention methods to reduce dental anxiety. Conclusion: Results from this study indicate behavior of children with ASD was the main barrier to receiving dental care, including apprehensive behaviors resulting from dental fear. Dental and dental hygiene curricula should include technologies and intervention methods to increase access to dental care in children with ASD; specifically, to address behaviors related to dental treatment fear