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

Comprehensive Autism Treatment, Resource, and Support Centers: A Holistic, Family‐Centered Approach to the Treatment of Autism

This report provides criteria and guidance for the planning and programming of comprehensive Autism Treatment, Resource, and Support Centers (ATRSCs), with the goal of providing a new, synergistic approach to the treatment of autism that is based on a holistic, family‐centered model of care, in order to improve outcomes for patients and families. A combined research methodology is used to state the case for these facilities. Background on autism, treatments, support services, and existing facilities is provided. Historical and qualitative data are analyzed to develop the criteria, and a facility design is provided to show a sample of the application of the criteria. Additional resources are provided in the Appendices. This report is intended to provide a tool to the design and construction industry for the development of autism treatment facilities

Preparing Multiple-Subject Pre-Service Teachers to Work Effectively with Students Who Have Autism

The Commission on Teacher Credentialing of the State of California mandates that teacher preparation programs prepare effective and knowledgeable pre-service teachers to teach all students. Through the use of literature review, interviews and surveys with graduating Liberal Studies students, this senior capstone examines whether Liberal Studies graduating students are being prepared to work effectively with autistic students or not. The findings indicate that they take introductory education courses on autism spectrum disorder along with other forms of disabilities, but they do not receive sufficient breadth and depth coverage on how to work effectively with autistic students in regular classrooms

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 Fähigkeiten führen. Sozio-kommunikative Beeinträchtigungen können durch von Verhaltenstherapeuten konzipierte und durchgeführte Trainingsprogramme für soziale Kompetenzen verbessert werden. Computergestützte 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 pädagogisch wertvoll, aber oft attraktiver als offensichtliche pädagogische Hilfsmittel. Zirkus Empathico 2.0 ist ein Serious Game für mehrere Spieler mit verschiedenen Levels und Bühnen in einer Zirkusumgebung. Die Auswertung erfolgte über einen Zeitraum von acht Wochen. Sechzig Kinder mit ASD im Alter von fünf bis elf Jahren wurden vor und nach der Behandlung untersucht. Zu den primären Ergebnissen gehörten die Empathiebewertung durch die Eltern und objektiv gemessene Fähigkeiten zur Emotionserkennung. Die Bewertung der Effektivität und Verwendbarkeit des Spiels für das Training sozialer Kompetenzen zeigte, dass es eine plausible Lernumgebung schuf, indem es das Bewusstsein der Studienteilnehmer für Fähigkeiten und neurotypisches Verhalten steigerte und ihre vorhergesagte Angst in zukünftigen 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 Fähigkeiten in realen Situationen. Zukünftige Forschung sollte sich auf die spezifischen Prozesse konzentrieren, die den Übertragungs- 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

Educator\u27s Implementation of the Connecticut Guidelines for the Identification and Education of Children and Youth with Autism

The Problem As the number of children with autism needing educational support continues to increase, combined with the limited availability of resources, this study aims to examine how educators responsible for teaching children with autism have experienced implementation of the Connecticut Guidelines for the Identification and Education of Children and Youth with Autism (2005), (Guidelines). At this time there have been no studies done in the State of Connecticut to assess the implementation of the components for effective education of children with autism, as set forth in the Connecticut Guidelines. Method The Connecticut Autism Needs Survey, an on-line self-report survey designed for this study, was used to collect cross sectional data reflecting special education teachers practices and attitudes towards the Connecticut Guidelines for Identification and Education of Children and Youth with Autism. The first three research questions assess participants experience with implementation, level of difficulty implementing and level of importance of the Connecticut Guidelines for Identification and Education of Children and Youth with Autism. To further explore implementation, level of difficulty implementing and importance the data was examined specifically for teachers practice with 17 recommended evidence based practices for students with autism. The responses to the questions were analyzed using descriptive statistics. Three additional research questions address the association between the dependent variables reported on in the first three questions and the predictor variables of (a) years of experience, (b) assignment, (c) place, (d) region of the state, (e) number of students on caseload, (f) percentage of students with ASD on caseload, or (g) personal relationship. The dependent variable for each question and the 7 predictor variables were analyzed using logistic regression. Results The findings reveal 89.5% of respondents were either not familiar with the Connecticut Guidelines or found them difficult to implement. Additionally, the findings suggest an association between a special educator’s use of the Connecticut Guidelines and the specificity of their role and tenure. Teachers who are primarily responsible for students with autism were more likely to use the Guidelines than were teachers who were responsible for providing specialized instruction to students with a range of disabilities. The research found that special education teachers in private schools were nine times less likely to rate the Connecticut Guidelines as difficult to implement than teachers in public schools. The findings suggest teachers with more experience were slightly more likely to implement the Connecticut Guidelines. Interestingly, the findings identified teachers who have a personal relationship were twice as likely to use the Guidelines as those who did not. Three of the most critical evidence-based strategies for educating students with autism: pivotal response training, video modeling, and voice output communication aide had the lowest percentage of implementation and were perceived as not important by teachers. Conclusions The results show the Connecticut Guidelines are not used or viewed as important by the majority of special education teachers in Connecticut. The Guidelines were written 10 years ago and much has changed in the field of autism over that time period. It appears it is time to reexamine and make changes to the Connecticut Guidelines

Housing for Adults with Autism Spectrum Disorder (ASD): Creating an Integrated Living Community in Salem, MA

While some adults with autism spectrum disorder (ASD) are high functioning and go on to lead successful and independent lives, many still face the difficult challenge of finding and securing adequate housing. As our economy changes and buying a house or renting an apartment become less and less affordable, many adults with ASD have to continue living with their aging parents. Government funding for adults with autism is limited and group homes are scarce and are typically poor in quality. Additionally, with ASD steadily increasing in prevalence, these options are becoming even more limited. Adults with ASD and their families are then confronted with the extreme stress of finding housing with limited budgets, quality, and time. This thesis proposes a model living community for adults with ASD that promotes connection to the larger community, nature, and builds life success through its architecture and programming. Set in Salem, Massachusetts, this model community was developed through analysis of recent literature on the topic of autism-friendly design, as well as interviews with professionals in field and parents of adult children with ASD. This thesis seeks to realize a model living community for adults with ASD and how connections and relationships can be strengthened between residents and the city of Salem, so that these adults not only have housing but also better access to critical resources and improved quality of life