scholarly journals The Use of Analog and Digital Games for Autism Interventions

2021 ◽  
Vol 12 ◽  
Author(s):  
Gray Atherton ◽  
Liam Cross
Keyword(s):  
Scoping Review ◽  
Social Communication ◽  
Current Practice ◽  
Cognitive Learning ◽  
Digital Games ◽  
Educational Programs ◽  
Alternative Approach ◽  
Autistic People ◽  
Adolescents And Adults ◽  
Autism Interventions

Many interventions that target improvements in social communication and other cognitive, learning, and physical issues have been developed to help autistic people. The gamification of interventions offers an alternative approach to fostering and assessing desired behaviors and cognitions in a more naturalistic and emergent setting. In this scoping review aimed at educators, practitioners, and parents of those with autism, we detail studies that have tested game-based approaches to improving the lives of autistic children, adolescents, and adults, focusing on how research into gamification and autism can both progress and can be progressed and implemented. We offer parents, professionals and academics resources to incorporate game-based psycho-educational programs into their current practice.

scholarly journals Deceptive behaviour in autism: A scoping review

Autism ◽  
2021 ◽  
pp. 136236132110579
Author(s):  
Ralph Bagnall ◽  
Ailsa Russell ◽  
Mark Brosnan ◽  
Katie Maras
Keyword(s):  
Social Learning ◽  
Scoping Review ◽  
Social Cognitive ◽  
Social Contexts ◽  
Future Research ◽  
Typically Developing ◽  
Psychological Processes ◽  
Social Ability ◽  
Autistic People ◽  
Adolescents And Adults

The ability to deceive is a key milestone in social cognitive development for typically developing individuals. In this scoping review, we systematically searched the literature to summarise research on deceptive behaviour in autism and identify gaps in knowledge. Across the 28 studies identified, three main themes were synthesised, with seven subthemes: (1) Deception ability and prevalence (1a) gameplay deception; (1b) naturalistic deception; (2) Psychological correlates of deception (2a) verbal, intellectual and social ability; (2b) theory of mind (ToM) behaviours; (2c) executive function; and (3) Social learning (3a) training; (3b) social contexts. The findings challenge common stereotypes, showing that autistic individuals can and do engage in deception. However, many do so less frequently and less adeptly than typically developing individuals. Emerging evidence also suggests that autistic individuals (without co-occurring intellectual disability) may use compensatory strategies when engaging in deception, and that more skilled deceptive behaviour may arise later in life. Implications and directions for future research are discussed. Lay abstract The ability to deceive others is an important skill that usually develops in early childhood. In this review, we give an overview of studies that have examined deceptive behaviour in autistic children, adolescents and adults. We separated the study findings into three main categories and seven sub-categories: (1) Deception ability and prevalence (1a) gameplay deception; (1b) naturalistic deception; (2) Psychological processes in deception (2a) verbal, intellectual and social ability; (2b) ability to understand others’ thoughts and beliefs; (2c) cognitive ability; and (3) Social learning (3a) training; (3b) social contexts. Contrary to some stereotypes, we found that autistic people can and do deceive but often find this more difficult than non-autistic people. We also found that autistic people may use different psychological processes than non-autistic people when deceiving and may get better at deception in adulthood.

scholarly journals Psychometric validation and refinement of the Interoception Sensory Questionnaire (ISQ) in adolescents and adults on the autism spectrum

2021 ◽  
Vol 12 (1) ◽  
Author(s):  
Evan Suzman ◽  
Zachary J. Williams ◽  
Jacob I. Feldman ◽  
Michelle Failla ◽  
Carissa J. Cascio ◽  
...  
Keyword(s):  
Autism Spectrum ◽  
The Body ◽  
Self Report ◽  
Psychometric Validation ◽  
Response Scale ◽  
Response Options ◽  
Response Choice ◽  
Autistic People ◽  
Adolescents And Adults ◽  
Sensory Questionnaire

Abstract Background Individuals on the autism spectrum are reported to display alterations in interoception, the sense of the internal state of the body. The Interoception Sensory Questionnaire (ISQ) is a 20-item self-report measure of interoception specifically intended to measure this construct in autistic people. The psychometrics of the ISQ, however, have not previously been evaluated in a large sample of autistic individuals. Methods Using confirmatory factor analysis, we evaluated the latent structure of the ISQ in a large online sample of adults on the autism spectrum and found that the unidimensional model fit the data poorly. Using misspecification analysis to identify areas of local misfit and item response theory to investigate the appropriateness of the seven-point response scale, we removed redundant items and collapsed the response options to put forth a novel eight-item, five-response choice ISQ. Results The revised, five-response choice ISQ (ISQ-8) showed much improved fit while maintaining high internal reliability. Differential item functioning (DIF) analyses indicated that the items of the ISQ-8 were answered in comparable ways by autistic adolescents and adults and across multiple other sociodemographic groups. Limitations Our results were limited by the fact that we did not collect data for typically developing controls, preventing the analysis of DIF by diagnostic status. Additionally, while this study proposes a new 5-response scale for the ISQ-8, our data were not collected using this method; thus, the psychometric properties for the revised version of this instrument require further investigation. Conclusion The ISQ-8 shows promise as a reliable and valid measure of interoception in adolescents and adults on the autism spectrum, but additional work is needed to examine its psychometrics in this population. A free online score calculator has been created to facilitate the use of ISQ-8 latent trait scores for further studies of autistic adolescents and adults (available at https://asdmeasures.shinyapps.io/ISQ_score/).

A Review of the Benefits and Barriers to Postsecondary Education for Students With Intellectual and Developmental Disabilities

2021 ◽  
pp. 002246692110133
Author(s):  
Chung Eun Lee ◽  
Julie Lounds Taylor
Keyword(s):  
Developmental Disabilities ◽  
Postsecondary Education ◽  
Scoping Review ◽  
Reference Lists ◽  
Web Of Science ◽  
Educational Programs ◽  
Intellectual And Developmental Disabilities ◽  
Inclusion Criteria ◽  
Research And Practice ◽  
Program Engagement

Postsecondary educational programs (PSEs) are increasingly an option for students with intellectual and developmental disabilities (IDD). This scoping review synthesized research to understand the impacts of these programs for students with IDD and for campus, and barriers to these programs across stages of engagement (exploration, participation, completion). Studies were identified by searching PubMed, PsycINFO, ERIC, and Web of Science databases and reference lists of included articles. Twenty-one studies met inclusion criteria. Multiple benefits were identified for students with IDD and campus. Persistent barriers across all stages of program engagement included lack of funding and lack of collaboration. Barriers specific to stages included lack of knowledge, options, individualized support, integration into campus, and transportation. Implications for research and practice are discussed.

New Approaches to Identifying State Fragility

2017 ◽  
Vol 8 (1) ◽  
Author(s):  
Gary Milante ◽  
Michael Woolcock
Keyword(s):  
Current Practice ◽  
Upper Bounds ◽  
Recent Change ◽  
Rate Of Change ◽  
State Fragility ◽  
Specific Policy ◽  
New Approaches ◽  
Ex Post ◽  
Alternative Approach ◽  
Stage Process

AbstractWe offer an alternative approach to the identification of state fragility – and in turn an alternative foundation for fragility assessment. Current practice relies almost exclusively on a single aggregate metric updated annually, uninformed by change or rate of change in the metrics. Our alternative proposes a more pragmatic three-stage process: the use of existing quantitative country assessments to determine relatively clear lower regions of concern and upper bounds beyond which countries are of less concern; a combination of the component elements of the country assessments and history to gage the trajectory of recent change; and qualitative insights drawn from regularly-updated “fragility assessments” to ensure that the idiosyncrasies of each case are taken into account when crafting specific policy and programmatic responses. Our analysis here is based on historical CPIA data complemented by data on violent deaths and displacement, looking ex post at institutional trajectories for IDA countries from 2005 to 2015. The approach we propose is not without its own risks and limitations, but is offered in the spirit of widespread concerns in the development community that prevailing strategies for assessing state fragility have demonstrably reached the limits of their effectiveness.

scholarly journals Digital Game Interventions for Youth Mental Health Services (Gaming My Way to Recovery): Protocol for a Scoping Review

10.2196/13834 ◽  
2020 ◽  
Vol 9 (6) ◽  
pp. e13834
Author(s):  
Manuela Ferrari ◽  
Sarah V McIlwaine ◽  
Jennifer Ann Reynolds ◽  
Suzanne Archie ◽  
Katherine Boydell ◽  
...  
Keyword(s):  
Mental Health ◽  
Video Games ◽  
Mental Health Services ◽  
Health Services ◽  
Scoping Review ◽  
Video Game ◽  
Digital Games ◽  
Youth Mental Health ◽  
Health Conditions ◽  
Digital Game

Background Digital or video games are played by millions of adolescents and young adults around the world and are one of the technologies used by youths to access mental health services. Youths with mental health problems strongly endorse the use of technologies, including mobile and online platforms, to receive information, support their treatment journeys (eg, decision-making tools), and facilitate recovery. A growing body of literature explores the advantages of playing digital games for improving attention span and memory, managing emotions, promoting behavior change, and supporting treatment for mental illness (eg, anxiety, depression, or posttraumatic stress disorder). The research field has also focused on the negative impact of video games, describing potential harms related to aggression, addiction, and depression. To promote clarity on this matter, there is a great need for knowledge synthesis offering recommendations on how video games can be safely and effectively adopted and integrated into youth mental health services. Objective The Gaming My Way to Recovery scoping review project assesses existing evidence on the use of digital game interventions within the context of mental health services for youths (aged 11-29 years) using the stepped care model as the conceptual framework. The research question is as follows: For which youth mental health conditions have digital games been used and what broad objectives (eg, prevention, treatment) have they addressed? Methods Using the methodology proposed by Arksey and O’Malley, this scoping review will map the available evidence on the use of digital games for youths between 11 and 29 years old with mental health or substance use problems, or both. Results The review will bring together evidence-based knowledge to assist mental health providers and policymakers in evaluating the potential benefits and risks of these interventions. Following funding of the project in September 2018, we completed the search in November 2018, and carried out data screening and stakeholder engagement activities during preparation of the protocol. We will conduct a knowledge synthesis based on specific disorders, treatment level and modality, type of service, population, settings, ethical practices, and user engagement and offer recommendations concerning the integration of video game technologies and programs, future research and practice, and knowledge dissemination. Conclusions Digital game interventions employ unique, experiential, and interactive features that potentially improve skills and facilitate learning among players. Digital games may also provide a new treatment platform for youths with mental health conditions. Assessing current knowledge on video game technology and interventions may potentially improve the range of interventions offered by youth mental health services while supporting prevention, intervention, and treatment. International Registered Report Identifier (IRRID) PRR1-10.2196/13834

scholarly journals Digital Game Interventions for Youth Mental Health Services (Gaming My Way to Recovery): Protocol for a Scoping Review (Preprint)

2019 ◽  
Author(s):  
Manuela Ferrari ◽  
Sarah V McIlwaine ◽  
Jennifer Ann Reynolds ◽  
Suzanne Archie ◽  
Katherine Boydell ◽  
...  
Keyword(s):  
Mental Health ◽  
Video Games ◽  
Mental Health Services ◽  
Health Services ◽  
Scoping Review ◽  
Video Game ◽  
Digital Games ◽  
Youth Mental Health ◽  
Health Conditions ◽  
Digital Game

BACKGROUND Digital or video games are played by millions of adolescents and young adults around the world and are one of the technologies used by youths to access mental health services. Youths with mental health problems strongly endorse the use of technologies, including mobile and online platforms, to receive information, support their treatment journeys (eg, decision-making tools), and facilitate recovery. A growing body of literature explores the advantages of playing digital games for improving attention span and memory, managing emotions, promoting behavior change, and supporting treatment for mental illness (eg, anxiety, depression, or posttraumatic stress disorder). The research field has also focused on the negative impact of video games, describing potential harms related to aggression, addiction, and depression. To promote clarity on this matter, there is a great need for knowledge synthesis offering recommendations on how video games can be safely and effectively adopted and integrated into youth mental health services. OBJECTIVE The Gaming My Way to Recovery scoping review project assesses existing evidence on the use of digital game interventions within the context of mental health services for youths (aged 11-29 years) using the stepped care model as the conceptual framework. The research question is as follows: For which youth mental health conditions have digital games been used and what broad objectives (eg, prevention, treatment) have they addressed? METHODS Using the methodology proposed by Arksey and O’Malley, this scoping review will map the available evidence on the use of digital games for youths between 11 and 29 years old with mental health or substance use problems, or both. RESULTS The review will bring together evidence-based knowledge to assist mental health providers and policymakers in evaluating the potential benefits and risks of these interventions. Following funding of the project in September 2018, we completed the search in November 2018, and carried out data screening and stakeholder engagement activities during preparation of the protocol. We will conduct a knowledge synthesis based on specific disorders, treatment level and modality, type of service, population, settings, ethical practices, and user engagement and offer recommendations concerning the integration of video game technologies and programs, future research and practice, and knowledge dissemination. CONCLUSIONS Digital game interventions employ unique, experiential, and interactive features that potentially improve skills and facilitate learning among players. Digital games may also provide a new treatment platform for youths with mental health conditions. Assessing current knowledge on video game technology and interventions may potentially improve the range of interventions offered by youth mental health services while supporting prevention, intervention, and treatment. INTERNATIONAL REGISTERED REPORT PRR1-10.2196/13834

Social Communication Following Adult Traumatic Brain Injury: A Scoping Review of Theoretical Models

2020 ◽  
Vol 29 (3) ◽  
pp. 1735-1748
Author(s):  
◽  
Lindsey Byom ◽  
Therese M. O'Neil-Pirozzi ◽  
Rik Lemoncello ◽  
Sheila MacDonald ◽  
...  
Keyword(s):  
Traumatic Brain Injury ◽  
Brain Injury ◽  
Scoping Review ◽  
Social Communication ◽  
Theoretical Models ◽  
Speech Language Pathology ◽  
Speech Language Pathologists ◽  
Communication Problems ◽  
Assessment And Treatment ◽  
Language Pathology

Purpose Social communication is the set of abilities that allows individuals to achieve relevant social goals across contexts. Speech-language pathology evaluation and treatment of traumatic brain injury (TBI)-related social communication problems should be informed by evidence-supported theories of social communication. The primary purpose of this article is to summarize the results of a scoping review of theoretical models that speech-language pathologists may apply to the evaluation and treatment of social communication problems of adults with TBI. Method A scoping review was conducted of PubMed, PsycINFO, and Embase for sources published in English between 1989 and 2020 that described human social communication and participation. Resulting sources were systematically examined for social communication models. Results Nine theoretical models were identified that speech-language pathologists may apply to their assessment and treatment of social communication abilities of adults with TBI. Identified models were categorized thematically into one of three classes: cognitive models, social competence models, and pragmatic models. Using a framework developed for the purposes of this article, each identified model was evaluated, and one exemplar model in each class is described in depth. Conclusions Social communication problems in adults post-TBI are common. The existence of multiple models empowers speech-language pathologists to select individual-focused assessment and treatment approaches to maximize intervention outcomes.

Priorities of Inclusive Education in Russia: Legal Aspect

2019 ◽  
pp. 87-93
Author(s):  
Dmitry Bondarenko
Keyword(s):  
Inclusive Education ◽  
Current Practice ◽  
Legal Aspect ◽  
Legal Framework ◽  
Educational Programs ◽  
Educational Organizations ◽  
Persons With Disabilities ◽  
The Russian Federation ◽  
The Common ◽  
Common Problems

The article discusses the international legal framework for regulating relations in the field of inclusive education, as well as the state of these legal relations in the Russian Federation. The recommendations on organization of inclusive education in Russia given by the Committee on the Rights of Persons with Disabilities are cited. The author expresses an opinion that creation of a system of full inclusive education with simultaneous destruction of the current practice of special (correctional) educational organizations is premature. It is emphasized that the financial and legal mechanisms for regulating such legal relations are not satisfactory, and parents, teachers and children with disabilities themselves are not yet ready for the new conditions. The serious problems in the education system of modern Russia are briefly described. For example, the common problems are the following: the teachers are underqualified; the textbooks and educational programs are not consistent with legal requirements; the teachers’ labor is underpaid; violations occur while providing them with certain benefits, etc. One of the main reasons, in the author’s view, is a rush in making the decisions in this field that are offered by the international community.

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