Engaging students with profound and multiple disabilities using humanoid robots

Engagement is the single best predictor of successful learning for children with intellectual disabilities yet achieving engagement with pupils who have profound or multiple disabilities (PMD) presents a challenge to educators. Robots have been used to engage children with autism but are they effective with pupils whose disabilities limit their ability to control other technology? Learning objectives were identified for eleven pupils with PMD and a humanoid robot was programmed to enable teachers to use it to help pupils achieve these objectives. These changes were evaluated with a series of eleven case studies where teacher-pupil dyads were observed during four planned video recorded sessions. Engagement was rated in a classroom setting and during the last session with the robot. Video recordings were analysed for duration of engagement and teacher assistance and number of goals achieved. Rated engagement was significantly higher with the robot than in the classroom. Observations of engagement, assistance and goal achievement remained at the same level throughout the sessions suggesting no reduction in the novelty factor

Unmodified extinction for childhood sleep disturbance

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Innovative Educational Technology for Special Education and Usability Issues

The purpose of this study is to introduce educational technology project, OZTEK, for special education students and present usability issues related to those developed technologies. With the OZTEK, the researchers intend to develop innovative, technology enhanced learning environments to support the education of children with such special needs and to investigate effectiveness of such learning environments. Within the scope of the OZTEK, to provide support for special education, various instructional technologies have been developed, which are unique in terms of innovation regarding not only in Turkey but also other countries in the world. Throughout the project the following products will be developed which can either be used separately as standalone tools or together as a whole obtained by integration to each other: Interactive multimedia educational software that will detect body movements, interactive multi-touch table/board, applications and smart/interactive toys. In this paper, the findings regarding how computer supported educational materials for special education have been developed, what kind of usability challenges were faced with, how challenges have been overcome and how those technologies are used by teachers and students are presented

Use of computer-based interventions to teach communication skills to individuals with autism spectrum disorders: A systematic review

Contains fulltext : 103195.pdf (publisher's version ) (Open Access)The purpose of this review is to provide a systematic analysis of studies involving the use of computer-based interventions (CBI) to teach communication skills to children with autism spectrum disorders (ASD). This review evaluates intervention outcomes, appraises the certainty of evidence, and describes software and system requirements for each included study. This review has three main aims: (a) to evaluate the evidence-base regarding CBI, (b) to inform and guide practitioners interested in using CBI, and (c) to stimulate and guide future research aimed at improving the efficiency and effectiveness of CBI in communication for individuals with ASD. Results suggest that CBI should not yet be considered a researched-based approach to teaching communication skills to individuals with ASD. However, CBI does seem a promising practice that warrants future research.22 p

Drooling and tongue protrusion

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Preference for water-related items in Angelman syndrome, Down syndrome and non-specific intellectual disability

Contains fulltext : 68884.pdf (publisher's version ) (Closed access)Background Few case controlled studies have been published on the behavioural phenotype of Angelman syndrome (AS). Little is yet known about preferences in individuals with AS. Method Preferences for water-related items and non-water-related items were assessed in 27 individuals with AS and two matched groups of participants, one with Down syndrome (DS) and the other with non-specific intellectual disabilities (NS), using an adapted Dutch version of the Choice Assessment Scale (Matson et al., 1999). Results Individuals with AS showed a higher preference for water-related items compared to individuals in both comparison groups, substantiating previous reports which have suggested that individuals with AS are fascinated with water. Conclusions Knowledge about preferences in individuals with AS, especially with regard to water-related objects and activities, is important in person-centred planning of daytime activities and training programs for this group