scholarly journals A Control Architecture of Robot-Assisted Intervention for Children with Autism Spectrum Disorders

2018 ◽  
Vol 2018 ◽  
pp. 1-12 ◽  
Author(s):  
Yongli Feng ◽  
Qingxuan Jia ◽  
Wei Wei
Keyword(s):  
Autism Spectrum Disorders ◽  
Cognitive Model ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Robot Assisted ◽  
Autism Intervention ◽  
Spectrum Disorders ◽  
Robotic Architecture ◽  
And Training ◽  
Typical Scenario

Robot-assisted intervention has been successfully applied to the education and training of children with autism spectrum disorders. However, it is necessary to increase the autonomy of the robot to reduce the burden on the human therapists. This paper focuses on proposing a robotic architecture to improve the autonomy of the robot in the course of the interaction between the robot and the child with autism. Following the model of perception-cognition-action, the architecture also incorporates some of the concepts of traditional autism intervention approach and the human cognitive model. The details of the robotic architecture are described in this paper, and in the end, a typical scenario is used to verify the proposed method.

scholarly journals Organization of Psychological, Medical and Social Support for Children and Adolescents with ASD in Algeria: Methodological Basics and Techniques

2018 ◽  
Vol 16 (1) ◽  
pp. 51-60 ◽  
Author(s):  
O.A. Vlasova
Keyword(s):  
Social Support ◽  
Autism Spectrum Disorders ◽  
Children And Adolescents ◽  
Staff Training ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Day Hospital ◽  
Adolescents With Autism ◽  
Spectrum Disorders ◽  
And Training

Active work on the establishing of psychological, medical and social support for children and adolescents with autism spectrum disorders in the state of Algeria began two decades ago. The issues of infrastructure organization, staff training and choice of techniques for work with children and adolescents with autism are considered. The practice of the capital day hospital is described in detail, as well as the issues of specialists and parents education and training to help children with autism. The training of mothers of children with autism, the activity of co-therapists and the basics of the TEACCH program has made it possible to achieve notable successes in the development of the cognitive sphere of their children. To be continued in the following issues

scholarly journals Isotherapy and Artistic and Creative Habilitation of Preschool Children with Autism Spectrum Disorders

2019 ◽  
Vol 16 (3) ◽  
pp. 131-138
Author(s):  
I.V. Forseeva
Keyword(s):  
Autism Spectrum Disorders ◽  
Preschool Children ◽  
Motor Skills ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Speech Disorders ◽  
Preschoolers With Disabilities ◽  
Long Time ◽  
Spectrum Disorders ◽  
And Training

The article presents the experience and results of the work of the compensatory type Kindergarten No. 7 teachers with children with autism spectrum disorders on the use of art-pedagogical technologies in practice. 97 preschoolers with disabilities are brought up in this Kindergarten, and 15 people have autism spectrum disorders. All kindergarten preschool children with autism spectrum disorders are integrated into groups of compensating orientation for children with severe speech disorders, taking into account age characteristics. Education and training of preschool children in this category is complicated by violations of their social interaction, scattered attention, backwardness of large and small motor skills, increased excitability and exhaustion, impulsivity and short temper. They do not know how to obey group rules for a long time, listen to and follow instructions, bring the work started to the end, and achieve a certain result. In working with preschoolers with autism spectrum disorders, teachers see prospects for correcting and compensating for violations in the development of artistic and creative activities. The tasks that are solved in an educational organization using methods of artistic and creative habilitation are to develop the child’s personality; develop and correct emotional and volitional processes, reduce fears through isotherapy; create conditions for free experimentation with artistic materials and tools; create an emotional atmosphere that will engage children with autism spectrum disorders in artistic activities. Teachers in their work rely on scientific theories that confirm the validity of the practice of isotherapy, on the results of scientific and applied research in this area, as a result of artistic and creative habilitation, contact was established with every child with autism spectrum disorders (100%). Children have a desire to engage in artistic and creative activities (100%), many began to respond adequately emotionally in various situations of interaction with adults and peers (65%), show empathy for other children (40%), decreased anxiety and fears in new situations of interaction.

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