Augmented reality-based video-modeling storybook of nonverbal facial cues for children with autism spectrum disorder to improve their perceptions and judgments of facial expressions and emotions

Video modeling using applied behavior analysis techniques is one of the most promising and cost-effective ways to improve social skills for parents with autism spectrum disorder children. The main objectives were: (1) To elaborate/describe videos to improve eye contact and joint attention, and to decrease disruptive behaviors of autism spectrum disorder children, (2) to describe a low-cost parental training intervention, and (3) to assess participant’s compliance. This is a descriptive study of a clinical trial for autism spectrum disorder children. The parental training intervention was delivered over 22 weeks based on video modeling. Parents with at least 8 years of schooling with an autism spectrum disorder child between 3 and 6 years old with an IQ lower than 70 were invited to participate. A total of 67 parents fulfilled the study criteria and were randomized into two groups: 34 as the intervention and 33 as controls. In all, 14 videos were recorded covering management of disruptive behaviors, prompting hierarchy, preference assessment, and acquisition of better eye contact and joint attention. Compliance varied as follows: good 32.4%, reasonable 38.2%, low 5.9%, and 23.5% with no compliance. Video modeling parental training seems a promising, feasible, and low-cost way to deliver care for children with autism spectrum disorder, particularly for populations with scarce treatment resources.

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Implementation of Augmented Reality in Pretend Play Therapy for Children with Autism Spectrum Disorder

Journal of Physics Conference Series ◽

10.1088/1742-6596/1235/1/012104 ◽

2019 ◽

Vol 1235 ◽

pp. 012104 ◽

Cited By ~ 1

Author(s):

M F Syahputra ◽

A P Angkasih ◽

S Purnamawati ◽

U Andayani ◽

D Abdullah ◽

...

Keyword(s):

Autism Spectrum Disorder ◽

Augmented Reality ◽

Play Therapy ◽

Pretend Play ◽

Children With Autism ◽

Autism Spectrum ◽

Spectrum Disorder

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Preliminary study of augmented reality as an instrument for improvement of social skills in children with autism spectrum disorder

Education and Information Technologies ◽

10.1007/s10639-018-9768-5 ◽

2018 ◽

Vol 24 (1) ◽

pp. 181-204 ◽

Cited By ~ 13

Author(s):

Gonzalo Lorenzo ◽

Marcos Gómez-Puerta ◽

Graciela Arráez-Vera ◽

Alejandro Lorenzo-Lledó

Keyword(s):

Autism Spectrum Disorder ◽

Social Skills ◽

Augmented Reality ◽

Children With Autism ◽

Autism Spectrum ◽

Spectrum Disorder ◽

Preliminary Study

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Ability of Children with Learning Disabilities and Children with Autism Spectrum Disorder to Recognize Feelings from Facial Expressions and Body Language

World Journal of Education ◽

10.5430/wje.v8n2p10 ◽

2018 ◽

Vol 8 (2) ◽

pp. 10 ◽

Cited By ~ 1

Author(s):

Alev Girli ◽

Sıla Doğmaz

Keyword(s):

Autism Spectrum Disorder ◽

Learning Disabilities ◽

Facial Expressions ◽

Children With Autism ◽

Autism Spectrum ◽

Body Language ◽

The Body ◽

Spectrum Disorder ◽

Black And White ◽

The Face

In this study, children with learning disability (LD) were compared with children with autism spectrum disorder(ASD) in terms of identifying emotions from photographs with certain face and body expressions. The sampleconsisted of a total of 82 children aged 7-19 years living in Izmir in Turkey. A total of 6 separate sets of slides,consisting of black and white photographs, were used to assess participants’ ability to identify feelings – 3 sets forfacial expressions, and 3 sets for body language. There were 20 photographs on the face slides and 38 photographson the body language slides. The results of the nonparametric Mann Whitney-U test showed no significant differencebetween the total scores that children received from each of the face and body language slide sets. It was observedthat the children with LD usually looked at the whole photo, while the children with ASD focused especially aroundthe mouth to describe feelings. The results that were obtained were discussed in the context of the literature, andsuggestions were presented.

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Effects of Video Modeling on the Acquisition, Maintenance, and Generalization of Playing with Imaginary Objects in Children with Autism Spectrum Disorder

Behavior Modification ◽

10.1177/0145445520939856 ◽

2020 ◽

pp. 014544552093985

Author(s):

Gabrielle T. Lee ◽

Xiaoyi Hu ◽

Yanhong Liu ◽

Yuan Ren

Keyword(s):

Autism Spectrum Disorder ◽

Video Modeling ◽

Children With Autism ◽

Autism Spectrum ◽

Symbolic Play ◽

Spectrum Disorder ◽

Play Skills ◽

Imaginary Play ◽

Play Behaviors ◽

Multiple Probe

Many children with autism spectrum disorder (ASD) do not have symbolic play skills. One type of symbolic play involves playing with imaginary objects, in which a child displays play actions without actual objects. The purpose of this study was to evaluate the effects of video modeling on the acquisition, maintenance, and generalization of playing with imaginary objects in young children with ASD. Three male Chinese children (aged 4–5 years) with ASD participated in this study. A multiple-probe across three behaviors design was used. The results indicated that video modeling was effective in establishing and maintaining target symbolic play behaviors for the three children. Generalization to untaught imaginary play activities occurred in all three children.

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ALTRIRAS: A Computer Game for Training Children with Autism Spectrum Disorder in the Recognition of Basic Emotions

International Journal of Computer Games Technology ◽

10.1155/2019/4384896 ◽

2019 ◽

Vol 2019 ◽

pp. 1-16 ◽

Cited By ~ 1

Author(s):

Leandro M. Almeida ◽

Diego P. da Silva ◽

Daieny P. Theodório ◽

Wolley W. Silva ◽

Silvia Cristina M. Rodrigues ◽

...

Keyword(s):

Autism Spectrum Disorder ◽

Facial Expressions ◽

Computer Game ◽

Children With Autism ◽

Role Playing ◽

Autism Spectrum ◽

Spectrum Disorder ◽

Basic Emotions ◽

Children With Asd ◽

System Usability Scale

This paper presents a computer game developed to assist children with Autism Spectrum Disorder (ASD) to recognize facial expressions associated with the four basic emotions: joy, sadness, anger, and surprise. This game named ALTRIRAS is a role-playing game (RPG), a kind of game pointed out by the literature as the most suitable for these children for being more social than competitive. It has recreational settings built with 2D graphic interface to keep the children’s attention and an access control and a register mechanism to allow the monitoring of the child’s progress. The data collection of the functional, nonfunctional, psychological, and educational requirements, as well as the evaluation of its consistency and usability, was made by a multidisciplinary team consisting of five experts in each of the following expertises: pedagogy, psychology, psychopedagogy, and game development. The effectiveness test of the game was performed by 10 children with ASD and 28 children with neurotypical development, which were separated into control and experimental groups, respectively. All experts and children with neurotypical development answered the System Usability Scale (SUS) questionnaire after playing the game. The results were positive, between experts and volunteers regarding their acceptance. However, the time of exposure to the game in children with ASD should be increased to effective assistance in the recognition of facial expressions.

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