scholarly journals An artificial intelligence approach for selecting effective teacher communication strategies in autism education

2021 ◽  
Vol 6 (1) ◽  
Author(s):  
Vasileios Lampos ◽  
Joseph Mintz ◽  
Xiao Qu
Keyword(s):  
Artificial Intelligence ◽  
Inclusive Education ◽  
Communication Strategies ◽  
Autism Spectrum ◽  
Student Response ◽  
Machine Learning Techniques ◽  
Autism Spectrum Conditions ◽  
Effective Teacher ◽  
Teacher Communication ◽  
Autism Education

AbstractEffective inclusive education is key in promoting the long-term outcomes of children with autism spectrum conditions (ASC). However, no concrete consensus exists to guide teacher-student interactions in the classroom. In this work, we explore the potential of artificial intelligence as an approach in autism education to assist teachers in effective practice in developing social and educational outcomes for children with ASC. We form a protocol to systematically capture such interactions, and conduct a statistical analysis to uncover basic patterns in the collected observations, including the longer-term effect of specific teacher communication strategies on student response. In addition, we deploy machine learning techniques to predict student response given the form of communication used by teachers under specific classroom conditions and in relation to specified student attributes. Our analysis, drawn on a sample of 5460 coded interactions between teachers and seven students, sheds light on the varying effectiveness of different communication strategies and demonstrates the potential of this approach in making a contribution to autism education.

scholarly journals Principals' perspectives of inclusive education involving students with autism spectrum conditions – a Swedish case study

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Johanna Lüddeckens ◽  
Lotta Anderson ◽  
Daniel Östlund
Keyword(s):  
Inclusive Education ◽  
Autism Spectrum ◽  
Decision Makers ◽  
Autism Spectrum Conditions ◽  
Student Perspective ◽  
Content Type ◽  
Inclusive School ◽  
Students With Autism ◽  
Swedish School

PurposeThe aim of this case study is to describe what commitment and actions are needed in the Swedish school so that principals — within the Swedish school policy framework and with the goal of creating an inclusive school culture and practice — can positively affect schooling for students with disabilities, with a particular focus on students with autism spectrum conditions (ASC). Three research questions guide the study: (1) What commitment and actions do principals consider important for developing an inclusive school for all students, with a particular focus on students with ASC? (2) How do the principals reflect on their own leadership in the development of inclusive education, with a particular focus on students with ASC? (3) Based on the results, what are the implications of the study in practice?Design/methodology/approachAs part of a three-step data collection method, a snowball sampling was conducted in which n = 6 principals were initially interviewed and the data analyzed by an inductive thematic content analysis.Findings(1) Certain structures are needed when planning how to develop mutual values when organizing an inclusive school involving students with ASC, (2) the principals could, at times, feel a sense of loneliness in relation to their superiors and decision-makers and (3) more accountability from educators and greater consideration for the student perspective in decision-making are needed.Practical implicationsIt was found that (1) certain structures are needed when planning how to develop mutual values when organizing an inclusive school involving students with ASC, (2) the principals could, at times, feel a sense of isolation in relation to their superiors and decision-makers and (3) more accountability from educators and greater consideration for the student perspective in decision-making are needed.Originality/valueIndex for inclusion and elements from the inclusive leadership model were used in the data collection and analysis.

Age of menarche in females with autism spectrum conditions

2006 ◽  
Vol 48 (12) ◽  
pp. 1007 ◽  
Author(s):  
Rebecca C Knickmeyer ◽  
Sally Wheelwright ◽  
Rosa Hoekstra ◽  
Simon Baron-Cohen
Keyword(s):  
Autism Spectrum ◽  
Autism Spectrum Conditions ◽  
Females With Autism ◽  
Age Of Menarche

Site as a tool for pedagogical support of parents of students with autism spectrum disorder

2020 ◽  
pp. 46-51
Author(s):  
M. V. Kolmakova
Keyword(s):  
Autism Spectrum Disorder ◽  
Inclusive Education ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Educational Organization ◽  
Education Environment ◽  
Students With Autism ◽  
A Site

The article considers an innovative form of interaction between an educational organization and parents of students with autism spectrum disorder in inclusive education environment. A site developed by the author is presented, on the basis of which it is planned to implement pedagogical support for parents of students with autism spectrum disorder. The structure and approximate content of such a site are described. Each section of the site corresponds to certain areas of activity within the framework of pedagogical support of parents.

Initial Evidence for Increased Weather Salience in Autism Spectrum Conditions

2018 ◽  
Author(s):  
Matthew J. Bolton ◽  
William G. Blumberg ◽  
Lara K. Ault ◽  
H. Michael Mogil ◽  
Stacie H. Hanes
Keyword(s):  
Cognitive Processing ◽  
Physical Disability ◽  
Autism Spectrum ◽  
Autism Spectrum Conditions ◽  
Weather Information ◽  
Autistic People ◽  
Neurological Functioning ◽  
Future Work ◽  
Logical Rules ◽  
Attention To Detail

Weather is important to all people, including vulnerable populations (those whose circumstances include cognitive processing, hearing, or vision differences, physical disability, homelessness, and other scenarios and factors). Autism spectrum conditions (ASC) affect information-processing and areas of neurological functioning that potentially inhibit the reception of hazardous weather information, and is of particular concern for weather messengers. People on the autism spectrum tend to score highly in tests of systemizing, a psychological process that heavily entails attention to detail and revolves around the creation of logical rules to explain things that occur in the world. This article reports the results of three preliminary studies examining weather salience–psychological attention to weather–and its potential relationships with systemizing in autistic people. Initial findings suggest that enhanced weather salience exists among autistic individuals compared to those without the condition, and that this may be related to systemizing. These findings reveal some possible strategies for communicating weather to autistic populations and motivate future work on a conceptual model that blends systemizing and chaos theory to better understand weather salience.

scholarly journals Application of Airy beam light sheet microscopy to examine early neurodevelopmental structures in 3D hiPSC-derived human cortical spheroids

2021 ◽  
Vol 12 (1) ◽  
Author(s):  
Dwaipayan Adhya ◽  
George Chennell ◽  
James A. Crowe ◽  
Eva P. Valencia-Alarcón ◽  
James Seyforth ◽  
...  
Keyword(s):  
High Resolution ◽  
Human Brain ◽  
Light Sheet ◽  
Autism Spectrum ◽  
Model Systems ◽  
Large Field ◽  
Autism Spectrum Conditions ◽  
Patient Specific ◽  
Airy Beam

Abstract Background The inability to observe relevant biological processes in vivo significantly restricts human neurodevelopmental research. Advances in appropriate in vitro model systems, including patient-specific human brain organoids and human cortical spheroids (hCSs), offer a pragmatic solution to this issue. In particular, hCSs are an accessible method for generating homogenous organoids of dorsal telencephalic fate, which recapitulate key aspects of human corticogenesis, including the formation of neural rosettes—in vitro correlates of the neural tube. These neurogenic niches give rise to neural progenitors that subsequently differentiate into neurons. Studies differentiating induced pluripotent stem cells (hiPSCs) in 2D have linked atypical formation of neural rosettes with neurodevelopmental disorders such as autism spectrum conditions. Thus far, however, conventional methods of tissue preparation in this field limit the ability to image these structures in three-dimensions within intact hCS or other 3D preparations. To overcome this limitation, we have sought to optimise a methodological approach to process hCSs to maximise the utility of a novel Airy-beam light sheet microscope (ALSM) to acquire high resolution volumetric images of internal structures within hCS representative of early developmental time points. Results Conventional approaches to imaging hCS by confocal microscopy were limited in their ability to image effectively into intact spheroids. Conversely, volumetric acquisition by ALSM offered superior imaging through intact, non-clarified, in vitro tissues, in both speed and resolution when compared to conventional confocal imaging systems. Furthermore, optimised immunohistochemistry and optical clearing of hCSs afforded improved imaging at depth. This permitted visualization of the morphology of the inner lumen of neural rosettes. Conclusion We present an optimized methodology that takes advantage of an ALSM system that can rapidly image intact 3D brain organoids at high resolution while retaining a large field of view. This imaging modality can be applied to both non-cleared and cleared in vitro human brain spheroids derived from hiPSCs for precise examination of their internal 3D structures. This process represents a rapid, highly efficient method to examine and quantify in 3D the formation of key structures required for the coordination of neurodevelopmental processes in both health and disease states. We posit that this approach would facilitate investigation of human neurodevelopmental processes in vitro.

Can pictorial narration offer a solution to teacher training on the effective inclusion of students with autism spectrum disorder in low-resource settings? Investigation on knowledge and stigma change

Autism ◽  
2021 ◽  
pp. 136236132098489
Author(s):  
Hui Min Low ◽  
Tze Peng Wong ◽  
Lay Wah Lee ◽  
Somchay Makesavanh ◽  
Bountheing Vongsouangtham ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Teacher Training ◽  
Inclusive Education ◽  
Democratic Republic ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Developed Country ◽  
Positive Effects ◽  
Students With Autism ◽  
Effective Inclusion

The main aim of this article is to explore whether pictorial narration could offer a solution to teacher training on the effective inclusion of students with autism spectrum disorder in a low-resource context in the Lao People’s Democratic Republic. For this purpose, pre- and post-training knowledge data were collected from 87 Laotian teachers who participated in teacher training using a pictorial narrative e-module called The Story of KhamdyTM. The teacher training included a half-day orientation workshop, followed by 4 weeks of online learning. Statistically significant improvement in autism spectrum disorder knowledge and reduction in autism spectrum disorder stigma was recorded for the teachers after completing the teacher training. The findings on social validity pointed to high acceptance toward the pictorial narrative method and the content designed for the purpose of this training. The teachers’ acceptance of the training method was found to have positive effects on their knowledge changes in the diagnosis and etiology aspects of autism spectrum disorder knowledge. The findings supported the use of a pictorial narration approach in imparting knowledge about inclusive education and autism spectrum disorder to teachers in a least developed country. The findings offered insights to explain the knowledge change and stigma reduction recorded. Lay abstract In this study, we explored whether pictorial narration could offer a solution to teacher training on effective inclusion of students with autism spectrum disorder in the Lao People’s Democratic Republic. For this purpose, pre- and post-training knowledge data were collected from 87 Laotian teachers who participated in teacher training using a pictorial narrative e-module called The Story of KhamdyTM. The teachers’ knowledge test results and feedback were analyzed. The findings indicated that teachers’ acceptance toward the training method had positive effects on their knowledge changes and supported the use of a pictorial narration approach in imparting knowledge about inclusive education and autism spectrum disorder to teachers in a least developed country.

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