scholarly journals Exploring the use of a humanoid robot to engage children with Autism Spectrum Disorder (ASD)

2017 ◽  
Author(s):  
Lorenzo Desideri
Keyword(s):  
Autism Spectrum Disorder ◽  
Autism Spectrum Disorders ◽  
Preschool Children ◽  
Humanoid Robot ◽  
Children With Autism ◽  
Educational Interventions ◽  
Autism Spectrum ◽  
Goal Achievement ◽  
Children With Asd ◽  
Spectrum Disorders

We present a study aimed at exploring whether a humanoid robot may improve the effectiveness of educational interventions targeting children with autism spectrum disorders (ASD). Preliminary results with three preschool children with ASD indicate that interacting with a humanoid robot facilitate engagement and goal achievement in educational activities.

Relationships Between the Participation Levels of Children With Autism Spectrum Disorders and the Time They Spend in Resource Rooms in Taiwan

2021 ◽  
Vol 75 (Supplement_2) ◽  
pp. 7512510287p1-7512510287p1
Author(s):  
Chiao-Ju Fang
Keyword(s):  
Autism Spectrum Disorder ◽  
Autism Spectrum Disorders ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Significant Relationships ◽  
Children With Asd ◽  
Inclusive Settings ◽  
Spectrum Disorders ◽  
Resource Rooms ◽  
Primary Author

Abstract Date Presented Accepted for AOTA INSPIRE 2021 but unable to be presented due to online event limitations. The aim of this study was to help educators and clinicians better understand how the amount of time children with autism spectrum disorder (ASD) spend in resource rooms affects their participation levels in inclusive educational settings in Taiwan. No statistically significant relationships were found. This study provides professionals with a model for assessing how resource rooms impact the participation levels of children with ASD in inclusive settings. Primary Author and Speaker: Chiao-Ju Fang

scholarly journals Dietary Patterns, Eating Behavior, and Nutrient Intakes of Spanish Preschool Children with Autism Spectrum Disorders

Nutrients ◽  
2021 ◽  
Vol 13 (10) ◽  
pp. 3551
Author(s):  
Julio Plaza-Diaz ◽  
Katherine Flores-Rojas ◽  
María José de la Torre-Aguilar ◽  
Antonio Rafael Gomez-Fernández ◽  
Pilar Martín-Borreguero ◽  
...  
Keyword(s):  
Autism Spectrum Disorders ◽  
Preschool Children ◽  
Eating Behavior ◽  
Dietary Patterns ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Typically Developing ◽  
Nutrient Intakes ◽  
Children With Asd ◽  
Spectrum Disorders

Eating behavior problems are characteristic of children with autism spectrum disorders (ASD) with a highly restricted range of food choices, which may pose an associated risk of nutritional problems. Hence, detailed knowledge of the dietary patterns (DPs) and nutrient intakes of ASD patients is necessary to carry out intervention strategies if required. The present study aimed to determine the DPs and macro-and micronutrient intakes in a sample of Spanish preschool children with ASD compared to typically developing control children. Fifty-four children with ASD (two to six years of age) diagnosed with ASD according to the Diagnostic Manual-5 criteria), and a control group of 57 typically developing children of similar ages were recruited. A validated food frequency questionnaire was used, and the intake of energy and nutrients was estimated through three non-consecutive 24-h dietary registrations. DPs were assessed using principal component analysis and hierarchical clustering analysis. Children with ASD exhibited a DP characterized by high energy and fat intakes and a low intake of vegetables and fruits. Likewise, meat intake of any type, both lean and fatty, was associated with higher consumption of fish and dietary fat. Furthermore, the increased consumption of dairy products was associated with increased consumption of cereals and pasta. In addition, they had frequent consumption of manufactured products with poor nutritional quality, e.g., beverages, sweets, snacks and bakery products. The percentages of children with ASD complying with the adequacy of nutrient intakes were higher for energy, saturated fat, calcium, and vitamin C, and lower for iron, iodine, and vitamins of group B when compared with control children. In conclusion, this study emphasizes the need to assess the DPs and nutrient intakes of children with ASD to correct their alterations and discard some potential nutritional diseases.

scholarly journals Socio-emotional development in high functioning children with Autism Spectrum Disorders using a humanoid robot

2019 ◽  
Vol 20 (2) ◽  
pp. 205-233 ◽  
Author(s):  
Filomena O. Soares ◽  
Sandra C. Costa ◽  
Cristina P. Santos ◽  
Ana Paula S. Pereira ◽  
Antoine R. Hiolle ◽  
...  
Keyword(s):  
Autism Spectrum Disorders ◽  
Facial Expressions ◽  
Humanoid Robot ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Research Support ◽  
High Functioning ◽  
Emotional Skills ◽  
Children With Asd ◽  
Spectrum Disorders

Abstract The use of robots had already been proven to encourage the promotion of social interaction and skills lacking in children with Autism Spectrum Disorders (ASD), who typically have difficulties in recognizing facial expressions and emotions. The main goal of this research is to study the influence of a humanoid robot to develop socio-emotional skills in children with ASD. The children’s performance in game scenarios aiming to develop facial expressions recognition skills is presented. Along the sessions, children who performed the game scenarios with the robot and the experimenter had a significantly better performance than the children who performed the game scenarios without the robot. The main conclusions of this research support that a humanoid robot is a useful tool to develop socio-emotional skills in the intervention of children with ASD, due to the engagement and positive learning outcome observed.

Disfluency Characteristics Observed in Young Children With Autism Spectrum Disorders: A Preliminary Report

2010 ◽  
Vol 20 (2) ◽  
pp. 42-50 ◽  
Author(s):  
Laura W. Plexico ◽  
Julie E. Cleary ◽  
Ashlynn McAlpine ◽  
Allison M. Plumb
Keyword(s):  
Autism Spectrum Disorders ◽  
Young Children ◽  
Children With Autism ◽  
Descriptive Study ◽  
Autism Spectrum ◽  
Typically Developing ◽  
Children With Asd ◽  
Young Children With Autism ◽  
Spectrum Disorders ◽  
Developmental Stuttering

This descriptive study evaluates the speech disfluencies of 8 verbal children between 3 and 5 years of age with autism spectrum disorders (ASD). Speech samples were collected for each child during standardized interactions. Percentage and types of disfluencies observed during speech samples are discussed. Although they did not have a clinical diagnosis of stuttering, all of the young children with ASD in this study produced disfluencies. In addition to stuttering-like disfluencies and other typical disfluencies, the children with ASD also produced atypical disfluencies, which usually are not observed in children with typically developing speech or developmental stuttering. (Yairi & Ambrose, 2005).

Handedness in Children with Autism Spectrum Disorders

2017 ◽  
Vol 41 (S1) ◽  
pp. S214-S214 ◽  
Author(s):  
L. Kobylinska ◽  
C.G. Anghel ◽  
I. Mihailescu ◽  
F. Rad ◽  
I. Dobrescu
Keyword(s):  
Autism Spectrum Disorders ◽  
Training Programs ◽  
Hand Preference ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Left Handedness ◽  
Children With Asd ◽  
Hand Laterality ◽  
Spectrum Disorders ◽  
Competing Interest

Children with autism spectrum disorders (ASD) have a less definitive hand preference for certain actions as opposed to neurotypical children. Moreover, left-handedness in children with ASD has been associated with more echolalia. The objective was to conduct a screening of potential risk and associated features for autism spectrum disorders, among which the hand preference of the child. The current aim is to compare the perceived handedness of children with autism spectrum disorders with that of children with other psychiatric pathologies.MethodsEight hundred and forty-two parents completed our risk and associated features screening questionnaire. Out of these, 494 answered the question regarding handedness (209 had children diagnosed with ASD). This asked the parents to state how they perceived their child's handedness. An ADOS assessment has been conducted for 170 of the children whose parents were included in the study, based on clinical relevance for the case. The data were analysed using Excel and SPSS 22.0. For the comparisons, Chi2 and the Kruskal–Wallis test were used.ResultsChildren with ASD had more left-handedness (χ2(2) = 12.54, P = 0.002). There were no differences between boys and girls in terms of perceived handedness in any of the groups. There were no differences in the ADOS scores according to the perceived hand laterality (χ2(2) = 0.58, P = 0.74).ConclusionRightward-asymmetry in regions of corpus callosum has been reported to correlate with symptoms severity in ASD. The finding of different perceived handedness in children with ASD versus children with other psychiatric pathologies is useful for designing appropriate, individualized training programs for motor therapy.Disclosure of interestThe authors have not supplied their declaration of competing interest.

Validation of Wearable Sensor Technology to Measure Social Proximity of Young Children With Autism Spectrum Disorders

2021 ◽  
pp. 108835762110282
Author(s):  
Sarah N. Douglas ◽  
Yan Shi ◽  
Saptarshi Das ◽  
Subir Biswas
Keyword(s):  
Autism Spectrum Disorders ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Sensor System ◽  
Sensor Data ◽  
Sensor Technology ◽  
Future Research ◽  
Social Proximity ◽  
Children With Asd ◽  
Spectrum Disorders

Children with autism spectrum disorders (ASD) struggle to develop appropriate social skills, which can lead to later social rejection, isolation, and mental health concerns. Educators play an important role in supporting and monitoring social skill development for children with ASD, but the tools used by educators are often tedious, lack suitable sensitivity, provide limited information to plan interventions, and are time-consuming. Therefore, we conducted a study to evaluate the use of a sensor system to measure social proximity between three children with ASD and their peers in an inclusive preschool setting. We compared video-coded data with sensor data using point-by-point agreement to measure the accuracy of the sensor system. Results suggest that the sensor system can adequately measure social proximity between children with ASD and their peers. The next steps for sensor system validation are discussed along with clinical and educational implications, limitations, and future research directions.

Oral health among preschool children with autism spectrum disorders: A case-control study

Autism ◽  
2014 ◽  
Vol 19 (6) ◽  
pp. 746-751 ◽  
Author(s):  
Rennan Y Du ◽  
Cynthia KY Yiu ◽  
Nigel M King ◽  
Virginia CN Wong ◽  
Colman PJ McGrath
Keyword(s):  
Autism Spectrum Disorders ◽  
Preschool Children ◽  
Oral Health ◽  
Case Control Study ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Case Control ◽  
Spectrum Disorders ◽  
Control Study

scholarly journals Educational Competence in the Inclusion of Children with Autism Spectrum Disorder in Early and Pre-school Education Institution

2019 ◽  
Vol 21 ◽  
Author(s):  
Esmeralda Sunko ◽  
Edita Rogulj ◽  
Ana Živković
Keyword(s):  
Autism Spectrum Disorder ◽  
Autism Spectrum Disorders ◽  
Communication Technology ◽  
Children With Autism ◽  
Autism Spectrum ◽  
School Education ◽  
Spectrum Disorder ◽  
Information Communication ◽  
Self Assessment ◽  
Spectrum Disorders

The paper focuses on the analysis of the conditions for inclusion of children with autism spectrum disorders in early and pre-school education by kindergartens teacher. The conditions relate to estimates of theoretical knowledge and attitudes of the educator, assessment of abilities and limitations of children with autism spectrum disorders, self-assessment of the competences of educators for their upbringing and education and assessment of other conditions for the inclusion of children with autism spectrum disorders. The survey results were analyzed by a questionnaire of 68 educators from 6 kindergartens in town of Split. There is a central level of knowledge about inclusion and low self-assessment of educators about their competence in which they are active participants in the inclusion of children with a disorder of the autism spectrum. Attractive factors for the implementation of inclusive education of children with autism spectrum disorder evaluated: inconsistent assurance of nursery assistants, lack of competent educators, and insufficient co-operation with parents of children with autism spectrum disorder. The analysis points to the lack of systematic education of educators for inclusive educational practice. The authors exclude the importance of the knowledge and skills of educators in the area of ​​information communication technology, particularly augmentative and alternative communication.Key words: children with autistic spectrum disorder; information communication technology; competence of the educator; Educational and Teaching Inclusion

scholarly journals Psychological Characteristics of Play Activities for Preschool Children with Autism Spectrum Disorders

2021 ◽  
pp. 123-130
Author(s):  
И.А. Конева ◽  
Т.А. Серебрякова ◽  
О.И. Борисова
Keyword(s):  
Autism Spectrum Disorders ◽  
Preschool Children ◽  
Pretend Play ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Quality Analysis ◽  
Object Play ◽  
Children's Play ◽  
Children’S Play ◽  
Spectrum Disorders

В статье рассматриваются особенности игровой деятельности дошкольников с расстройствами аутистического спектра (РАС). Данная проблема является недостаточно разработанной в специальной психологии и психокоррекционной практике и очень актуальной с точки зрения оптимизации развития детей с РАС. Анализируются результаты психологических исследований по отмеченной проблеме; описывается методологический аппарат проведенного авторами эмпирического изучения особенностей игровой деятельности дошкольников с расстройствами аутистического спектра (РАС): цель, гипотеза, методики; дается качественный анализ полученных результатов. В процессе сравнения особенностей игры дошкольников с РАС с возрастными нормативами доказано, что игровая деятельность этих детей отличается своеобразием: у большинства преобладает предметно-манипулятивная деятельность; отмечаются трудности в использовании предметов-заместителей в игре, нарушения при использовании свойств игрушки; предпочитаемая игра имеет стереотипный характер, а основным побудителем для игры служит выраженный сенсорный раздражитель. Подтверждена гипотеза о том, что у дошкольников с РАС в игровой деятельности преобладают предметные манипуляции, стереотипные действия, использование игрушек не по назначению. Кроме того, у дошкольников с РАС выявлены индивидуальные особенности игровой деятельности: предпочитаемые игры и игрушки, выбираемые места для игр, наличие или отсутствие ролевой речи. Перспективы дальнейшего исследования особенностей игровой деятельности дошкольников с расстройствами аутистического спектра могут быть связаны с разработкой индивидуально ориентированных коррекционно-развивающих программ с учетом особенностей игры каждого ребенка для оптимизации его общего психического развития. The article treats the characteristics of play activities for preschool children with autism spectrum disorders. This issue of special psychology and psychocorrectional practice is under-investigated and highly relevant as a means to enhance the development of children with autism spectrum disorders. The article analyzes the results of psychological research on the issue. It describes the methodological apparatus for empirical investigation of play activities for preschool children with autism spectrum disorders: the aim, the hypothesis, the methods employed. It also provides a quality analysis of the obtained results. A comparative analysis of autistic children’s play activities and play activities of normotypical children of the same age shows that autistic children’s play activities have some peculiarities: the majority of children engage in object play, they experience difficulties with symbolic play, cannot properly use the properties of a play object, they prefer stereotypical and repetitive play activities, they engage in play activities for the physical sensation it creates. The article proves the hypothesis that preschool children with autism spectrum disorders engage in object manipulations, stereotypical activities, do not use objects the way they are intended to be used. Moreover, preschool children with autism spectrum disorders demonstrate individual peculiarities when engaged in play activities: favorite toys and games, favorite play spots, absence or presence of verbal communication during pretend play. Further investigation of play activities for preschool children with autism spectrum disorders can be associated with the development of individual correctional programs that take into consideration children’s individual play characteristics and enhance children’s psychological development.

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