Establishing a Serious Game on Relationship Boundaries for People with Developmental Disabilities

2020 ◽  
Author(s):  
Samantha Conde
Keyword(s):  
Developmental Disabilities ◽  
Serious Game ◽  
Relationship Boundaries

The Effect of Tenacity on the Improvement of Children's Serious Game-Play Ability: A Retrospective Study (Preprint)

2021 ◽  
Author(s):  
Ju Yeon Lee ◽  
Hye Hyeon Kim ◽  
Ji Ae Park ◽  
Ye Jin Choi ◽  
Ji Sung Lee ◽  
...  
Keyword(s):  
Developmental Disabilities ◽  
Statistical Significance ◽  
Well Being ◽  
Serious Game ◽  
Cognitive Factors ◽  
Cognitive Improvement ◽  
Usage Patterns ◽  
Cognitive Activities ◽  
The Difference ◽  
User Compliance

BACKGROUND Through several recent studies, tenacity, which involves solving problems with patience and enthusiasm for the goal, has emerged as an indicator of education effect, therapeutic effect, and well-being. However, relatively little research has assessed how to measure and evaluate tenacity. OBJECTIVE We aimed to analyze the usage pattern of the serious game to define tenacity and examine how it affects the effectiveness of cognitive development by measuring the difference between game-driven cognitive index based on detailed cognitive activities and game score. METHODS We used a serious game for 5419 children who responded to the survey from September 20, 2018, to July 14, 2020, divided into six groups according to their tenacity level and presence of developmental disabilities. We defined user tenacity through game usage patterns and analyzed how children play the serious game differently according to their characteristics. RESULTS We confirmed that tenacity affects the distribution of score changes from the primary episode to the 10th episode of serious games, showing statistical significance for some of the sub-categories in both the typical developments group and developmental disabilities group. Moreover, we found differences in difference estimation and found that tenacity affects the improvement of a serious game-driven cognitive index for Inference, Numerical and Organizing categories commonly seen in both typical developments group (p=<.000, p=0.001, p=.001), and developmental disabilities group (p=.0019, p=.022, p=.002). CONCLUSIONS Based on these findings, we propose that cognitive improvement is derived from not only natural-wise content-driven effects but also user compliance effects depending on the non-cognitive factors, regardless of the presence of developmental disabilities.

Serious Game-based Intervention for Children with Developmental Disabilities

2020 ◽  
Vol 16 (1) ◽  
pp. 26-32 ◽  
Author(s):  
Peter Kokol ◽  
Helena Blažun Vošner ◽  
Jernej Završnik ◽  
Joeri Vermeulen ◽  
Samaa Shohieb ◽  
...  
Keyword(s):  
Developmental Disabilities ◽  
Neurodevelopmental Disorders ◽  
Cognitive Skills ◽  
Serious Games ◽  
Autism Spectrum ◽  
Serious Game ◽  
Anxiety Reduction ◽  
Primary Data ◽  
Journal Articles ◽  
Children With Developmental Disabilities

Background: Children with developmental disabilities may need support with motor skills such as balance improvement, cognitive skills such as vocabulary learning, or social skills such as adequate interpretation of emotional expressions. Digital interactive games could support the standard treatments. We aimed to review clinical studies which investigated the application of serious games in children with developmental disabilities. Methods: We searched MEDLINE and Scopus on 05 May 2019 limited to the English language. We included people between two and 24 years of age who were affected by neurodevelopmental disorders and who received digital serious game-based medical interventions such as any computer- based or video-based games. We considered any study design reporting primary data. We used title, abstract, and full-text of journal articles to build diagnostic groups, and we described some selected specific game applications. Results: The majority of the 145 relevant studies reported on autism spectrum disorder (ASD), attention deficit hyperactivity disorder (ADHD), developmental coordination disorder (DCD), and disabilities affecting intellectual abilities (DAIA). 30 of the 145 studies reported a randomized design. We detailed six specific applications aimed at improving abilities in children with ASD, ADHD, cerebral palsy, and Down syndrome. We visualized the diagnostic groups by bibliographic mapping, and limited the text to the title and abstract of journal articles. Conclusion: We identified promising results regarding anxiety reduction, stress regulation, emotion recognition, and rehabilitation. Currently, there appears to be a lack of clinical evidence that children with neurodevelopmental disorders can benefit from the application of serious games.

scholarly journals A Serious Game–Derived Index for Detecting Children With Heterogeneous Developmental Disabilities: Randomized Controlled Trial

10.2196/14924 ◽  
2019 ◽  
Vol 7 (4) ◽  
pp. e14924 ◽  
Author(s):  
Changbae Bang ◽  
Yelin Nam ◽  
Eun Jae Ko ◽  
Wooseong Lee ◽  
Byungjae Kim ◽  
...  
Keyword(s):  
Developmental Disabilities ◽  
Neuropsychological Tests ◽  
Serious Games ◽  
Normal Development ◽  
Controlled Trial ◽  
Neuropsychological Test ◽  
Serious Game ◽  
Test Results ◽  
Baseline Information ◽  
Development Group

Background Developmental disabilities are a set of heterogeneous delays or difficulties in one or more areas of neuropsychological development. Considering that childhood is an essential stage of brain development and developmental delays lead to personal or social burdens, the early detection of childhood developmental disabilities is important. However, early screening for developmental disabilities has been a challenge because of the fear of positive results, expensive tests, differences in diagnosis depending on examiners’ abilities, and difficulty in diagnosis arising from the need for long-term follow-up observation. Objective This study aimed to assess the feasibility of using a serious game–derived index to identify heterogeneous developmental disabilities. This study also examines the correlation between the game-derived index and existing neuropsychological test results. Methods The randomized controlled trial involved 48 children with either normal development or developmental disabilities. In this clinical trial, we used 19 features (6 from the Korean-Wechsler Preschool and Primary Scale of Intelligence, 8 from the Psychoeducational Profile Revised, 2 from the Bruininks-Oseretsky Test of Motor Proficiency, Second Edition, and 3 from the Pediatric Evaluation of Disability Inventory) from neuropsychological tests and 9 (7 game scores, path accuracy, and completion rate) from the serious game, DoBrain. The following analysis was conducted based on participants’ baseline information and neuropsychological test and game-derived index data for one week: (1) we compared the baseline information between the normal development and developmental disabilities groups; (2) then we measured the correlation between the game-derived index and the neuropsychological test scores for each group; and (3) we built a classifier based on the game-derived index with a Gaussian process method and then compared the area under the curve (AUC) with a model based on neuropsychological test results. Results A total of 16 children (normal development=9; developmental disabilities=7) were analyzed after selection. Their developmental abilities were assessed before they started to play the serious games, and statistically significant differences were found in both groups. Specifically, the normal development group was more developed than the developmental disabilities group in terms of social function, gross motor function, full-scale IQ, and visual motor imitation, in that order. Similarly, the normal development group obtained a higher score on the game-derived index than the developmental disabilities group. In the correlation analysis between the game-derived index and the neuropsychological tests, the normal development group showed greater correlation with more variables than the developmental disabilities group. The game-derived index–based model had an AUC=0.9, a similar detection value as the neuropsychological test–based model’s AUC=0.86. Conclusions A game-derived index based on serious games can detect children with heterogenous developmental disabilities. This suggests that serious games can be used as a potential screening tool for developmental disabilities. Trial Registration Clinical Research Information Service KCT0003247; https://cris.nih.go.kr/cris/en/search/search_result_st01 .jsp?seq=12365

scholarly journals A Serious Game–Derived Index for Detecting Children With Heterogeneous Developmental Disabilities: Randomized Controlled Trial (Preprint)

2019 ◽  
Author(s):  
Changbae Bang ◽  
Yelin Nam ◽  
Eun Jae Ko ◽  
Wooseong Lee ◽  
Byungjae Kim ◽  
...  
Keyword(s):  
Developmental Disabilities ◽  
Neuropsychological Tests ◽  
Serious Games ◽  
Normal Development ◽  
Controlled Trial ◽  
Neuropsychological Test ◽  
Serious Game ◽  
Test Results ◽  
Baseline Information ◽  
Development Group

BACKGROUND Developmental disabilities are a set of heterogeneous delays or difficulties in one or more areas of neuropsychological development. Considering that childhood is an essential stage of brain development and developmental delays lead to personal or social burdens, the early detection of childhood developmental disabilities is important. However, early screening for developmental disabilities has been a challenge because of the fear of positive results, expensive tests, differences in diagnosis depending on examiners’ abilities, and difficulty in diagnosis arising from the need for long-term follow-up observation. OBJECTIVE This study aimed to assess the feasibility of using a serious game–derived index to identify heterogeneous developmental disabilities. This study also examines the correlation between the game-derived index and existing neuropsychological test results. METHODS The randomized controlled trial involved 48 children with either normal development or developmental disabilities. In this clinical trial, we used 19 features (6 from the Korean-Wechsler Preschool and Primary Scale of Intelligence, 8 from the Psychoeducational Profile Revised, 2 from the Bruininks-Oseretsky Test of Motor Proficiency, Second Edition, and 3 from the Pediatric Evaluation of Disability Inventory) from neuropsychological tests and 9 (7 game scores, path accuracy, and completion rate) from the serious game, DoBrain. The following analysis was conducted based on participants’ baseline information and neuropsychological test and game-derived index data for one week: (1) we compared the baseline information between the normal development and developmental disabilities groups; (2) then we measured the correlation between the game-derived index and the neuropsychological test scores for each group; and (3) we built a classifier based on the game-derived index with a Gaussian process method and then compared the area under the curve (AUC) with a model based on neuropsychological test results. RESULTS A total of 16 children (normal development=9; developmental disabilities=7) were analyzed after selection. Their developmental abilities were assessed before they started to play the serious games, and statistically significant differences were found in both groups. Specifically, the normal development group was more developed than the developmental disabilities group in terms of social function, gross motor function, full-scale IQ, and visual motor imitation, in that order. Similarly, the normal development group obtained a higher score on the game-derived index than the developmental disabilities group. In the correlation analysis between the game-derived index and the neuropsychological tests, the normal development group showed greater correlation with more variables than the developmental disabilities group. The game-derived index–based model had an AUC=0.9, a similar detection value as the neuropsychological test–based model’s AUC=0.86. CONCLUSIONS A game-derived index based on serious games can detect children with heterogenous developmental disabilities. This suggests that serious games can be used as a potential screening tool for developmental disabilities. CLINICALTRIAL Clinical Research Information Service KCT0003247; https://cris.nih.go.kr/cris/en/search/search_result_st01 .jsp?seq=12365

Maximum Output Intensity of the Audiokinetron

1996 ◽  
Vol 5 (2) ◽  
pp. 68-72 ◽  
Author(s):  
Christine M. Rankovic ◽  
William M. Rabinowitz ◽  
Gregory L. Lof
Keyword(s):  
Developmental Disabilities ◽  
Maximum Output ◽  
Output Intensity ◽  
Safety Studies ◽  
Auditory Integration Training ◽  
Auditory Integration

The Audiokinetron is a device that processes music for earphone presentation to patients undergoing auditory integration training, a treatment for individuals with autism and other developmental disabilities. Intensity levels produced by the Audiokinetron were measured under realistic listening conditions with a KEMAR manikin substituted for a patient. Average levels at the eardrum were 110 dB SPL when the device was adjusted to the highest setting employed by a local, trained AIT practitioner and 118 dB SPL at the maximum setting of the device. These levels are potentially harmful to hearing and warrant further safety studies of AIT instruments and protocols.

Using Video Modeling Intervention and Speech Generating Devices To Teach Requesting Behaviors to Persons With Autism

2011 ◽  
Vol 20 (4) ◽  
pp. 109-113
Author(s):  
Karen Copple ◽  
Rajinder Koul ◽  
Devender Banda ◽  
Ellen Frye
Keyword(s):  
Developmental Disabilities ◽  
Experimental Design ◽  
Communication Skills ◽  
Observational Learning ◽  
Video Modeling ◽  
Single Subject ◽  
Design Studies ◽  
Communicative Behaviors ◽  
Speech Generating Device ◽  
Treatment Package

Abstract One of the instructional techniques reported in the literature to teach communication skills to persons with autism is video modeling (VM). VM is a form of observational learning that involves watching and imitating the desired target behavior(s) exhibited by the person on the videotape. VM has been used to teach a variety of social and communicative behaviors to persons with developmental disabilities such as autism. In this paper, we describe the VM technique and summarize the results of two single-subject experimental design studies that investigated the acquisition of spontaneous requesting skills using a speech generating device (SGD) by persons with autism following a VM intervention. The results of these two studies indicate that a VM treatment package that includes a SGD as one of its components can be effective in facilitating communication in individuals with autism who have little or no functional speech.

Examining the Role of Language in Play Among Children With and Without Developmental Disabilities

2020 ◽  
Vol 51 (3) ◽  
pp. 795-806 ◽  
Author(s):  
Elizabeth J. Short ◽  
Rachael Cooper Schindler ◽  
Rita Obeid ◽  
Maia M. Noeder ◽  
Laura E. Hlavaty ◽  
...  
Keyword(s):  
Developmental Disabilities ◽  
Autism Spectrum ◽  
Free Play ◽  
Group Differences ◽  
Typically Developing ◽  
Play Skills ◽  
Critical Aspect ◽  
Hyperactivity Disorder ◽  
Better Than

Purpose Play is a critical aspect of children's development, and researchers have long argued that symbolic deficits in play may be diagnostic of developmental disabilities. This study examined whether deficits in play emerge as a function of developmental disabilities and whether our perceptions of play are colored by differences in language and behavioral presentations. Method Ninety-three children participated in this study (typically developing [TD]; n = 23, developmental language disorders [DLD]; n = 24, attention-deficit/hyperactivity disorder [ADHD]; n = 26, and autism spectrum disorder [ASD]; n = 20). Children were videotaped engaging in free-play. Children's symbolic play (imagination, organization, elaboration, and comfort) was scored under conditions of both audible language and no audible language to assess diagnostic group differences in play and whether audible language impacted raters' perception of play. Results Significant differences in play were evident across diagnostic groups. The presence of language did not alter play ratings for the TD group, but differences were found among the other diagnostic groups. When language was audible, children with DLD and ASD (but not ADHD) were scored poorly on play compared to their TD peers. When language was not audible, children with DLD were perceived to play better than when language was audible. Conversely, children with ADHD showed organizational deficits when language was not available to support their play. Finally, children with ASD demonstrated poor play performance regardless of whether language was audible or not. Conclusions Language affects our understanding of play skills in some young children. Parents, researchers, and clinicians must be careful not to underestimate or overestimate play based on language presentation. Differential skills in language have the potential to unduly influence our perceptions of play for children with developmental disabilities.

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