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

The integration of children with Autism in the Egyptian society by the use of ICT tools

Autism has been discussed through the fields of medicine, sociology or psychology all over the past decades. Today, however it is being discussed through a different lens: „Communication‟. Being privileged by so many virtues, the Mass communication field not only spreads information, news and discusses views but also bonds people together. In that sense, Children with Autism should be part of this dynamic sphere, with the use of Information and Communication Technologies (ICT) tools, integrating those suffering from autism within the Egyptian society. A Descriptive Survey research clarifies the actual use of children with autism to ICT tools through the perspectives of their parents and their caregivers. A comparison between both views interweaving with various demographic criteria clarifies a larger outlook of the issue. The topic was explored through the Uses & Gratification and Digital Divide theories and further added the Laswell Model to elucidate possible clarifications to realize the integration of children with autism in the Egyptian society through the use of ICT tools. „Who, says what to whom‟ principle is scrutinized to identify the best mode to address the information to the children with Autism and make it reach them, based on research and experience. Although the innate limitations of children with Autism can impede integration willingness, the role of ICT can be shaped to serve the parents and caregivers with valid ideas, information and handling mechanisms with the aim of supporting the children with Autism to develop improved behavioral patterns. These techniques will help people affected with autism to be more accepted within the society‟s social code of conduct, and consequently more integrated. High importance is given to early intervention that avoids the hassle of unlearning negative traits. iii The research proved that neither the standard of education nor the financial capabilities of the parents, directly affects the child with Autism‟s acquisition of ICT tools thus the integration within the society. Computer tablets in particular and various ICT tools in general are provided, but the main issue is the awareness and training of the parents and caregivers to know that the child‟s use should be accompanied and tutored for best outcomes. A further step in the research focuses on the correct choice and use of the applications installed on the computer tablets and assistive ICT tools to be tailored to help each child‟s personalized need

Involvement of Family Communication Partners in Using an iPad to Enhance the Communication Skills and Appropriate Behavior of Youth with Severe/Multiple Disabilities in Saudi Arabia

The purpose of this study was to determine how a family communication partner (usually the mother IS primarily responsible for communication with a youth with a communication disability) could be trained to use an iPad and communication software for increasing appropriate communication and decreasing inappropriate behavior of youth with severe/multiple disabilities. The research design was a qualitative case study consisting of pre- and post-interviews along with the intervention. Three mothers were given special training in using the MyTalkTools® app on the iPad as an AAC tool and using these tools in working with their youths. Data were also collected on youth behavior changes during the training. The data analysis included within-case analysis through the life story and a cross-case analysis to find similarities and differences between three cases. The results showed significant improvements in the communication behavior and reduction of inappropriate behaviors for the three youths with their family partners as effective trainers in different settings at home. Future research is recommended to expand and apply this study with larger sample sizes and more areas in Middle East countries. Key words: youth with severe/multiple disabilities, AAC, iPad, communication, behavior, family communication partner, FCT

Effects of Task Clarification and an Adaptive Computer Software on Implementation of Mand Training using an iPad® as a Speech Generated Device

Mand training is an evidence-based instructional method and a primary focus in behavioral language training for children with autism. A rapidly growing research base supports manding training using hand-held computing technologies (e.g., iPad®, iPod®) as speech generating devices (SGD) for establishing a manding repertoire in children with autism. To ensure optimal learning efficacy and efficiency, procedures must be implemented with high levels of accuracy, which requires that staff be well-trained. However, research evaluating methods for training staff to implement mand training procedures with the iPad® and application Proloquo2Go™ as an SGD has not yet been conducted. Therefore, this study examined the effectiveness of job aids followed by Train to Code, an interactive observation and behavioral coding software system to teach preschool teachers to implement mand training using the iPad® as an SGD with the application Proloquo2Go™. The TTC training programs used errorless training procedures with performance-based feedback to train expert observation and coding of behavioral events (i.e. mand training sequential components) via video files. As demonstrated in a multi-component within a multiple probe design across participants, all participants’ teaching accuracy increased following the initiation of the job aid condition; however, TTC was required to establish high levels of accuracy of mand training procedures during role-play sessions with a confederate. In addition, results indicated improved performance relative to baseline during instructional sessions with a child with autism or a developmental delay, and performance accuracy maintained at one-month follow-up. These results suggest that job aids followed by TTC may be an effective and feasible method for training individuals to implement mand training using an iPad® and the application Proloquo2Go™

The Intersection of Culture and ICF-CY Personal and Environmental Factors for Alternative and Augmentative Communication

Clinicians facilitate successful use of Alternative and Augmentative Communication (AAC). The most clinically competent providers, however, address needs that extend beyond technical AAC use to help clients experience full participation. This can only be achieved for all clients by considering individual cultural factors that affect their participation. This article describes how Personal and Environmental Factors of the World Health Organization’s (WHO’s) International Classification of Functioning, Disability and Health: Children & Youth Version (ICF-CY; WHO, 2007) encompass how cultural characteristics (e.g., family/ home, school, recreational, social, or spiritual) impact participation. The ICF-CY can provide a structured way for Speech-Language Pathologists to consider culture to maximize children’s full participation in activities

An Evaluation of The Mobile Apps for Children with Special Education Needs Based on The Utility Function Metrics

Mobile apps can be used in various environments and at any time. People used them for learning, communications, and entertainment. Because of the ease use of mobile devices interface (like smartphone and tablet), then everyone, including the children with special needs, can have used them. In recent years, there has been an increase in the efforts of educational institutions and of scientists to support children in their daily life. Ongoing developments in communication and information technologies contribute to this process. The main goal of this study is to present the basic functional requirements for the mobile apps for children with special needs. The current state of the scientific research related to the design and development of mobile apps is discussed. This issue became very important in the last years because of an increase in the number of children with special needs on a worldwide scale is observed. And the same time the increase in the use of mobile technologies of them. The proposed model for the evaluation of potential utility provides for the classification of the mobile applications designed for children with special needs about their functionality features. This model is based on our studies of the state-of-art scientific works of many authors. Whit the model for the evaluation of potential utility, the 27 mobile applications for children with special needs, downloaded from the mobile application stores: Apple Store, Google Play and Store Windows Phone Apps, were classified and analyzed. The results showed that despite the variety of mobile applications, those that are suitable for children with special needs are too few. Most of the applications cover only half of the evaluation criteria, which means they have functionalities only for individual needs. Therefore, the proposed utility function metrics of the evaluation can be used as a basis for interface developing for mobile apps, appropriate for children with special needs

Innovation for All: Unleashing the Power of Assistive Technology in Special Education in Arabic-Speaking Countries

This topical review digs into special education teachers' growing usage of Assistive Technology (AT) in Arabic-speaking countries to serve children with impairments. This study investigates AT's benefits, drawbacks, and possible applications in this educational setting by reviewing the available literature from six major academic databases, including Scopus, Web of Science, JSTOR, ERIC, Academia, and ResearchGate. The findings highlight the need for tailored and student-centered approaches to AT adoption and effective training and ongoing support for educators and students. Furthermore, the study emphasizes the potential of AT to improve academic and functional outcomes, allowing students to overcome obstacles and actively participate in their educational path. The significance of these findings for future special education research and practice is examined, laying the groundwork for further investigation of AT's influence on children with disabilities in Arabic-speaking countries. The outcomes of this review emphasize the need to implement AT in Arabic-speaking special education settings using tailored and student-centered approaches. Students with disabilities can effectively use AT solutions to enhance their learning experiences by tailoring AT solutions to specific needs. Furthermore, the study emphasizes the importance of instructor and student training and ongoing assistance. Proper training provides instructors with the skills and information they need to properly deploy AT tools, while continual support ensures that AT remains effective in the classroom