scholarly journals Enhancing Communication Skills of Individuals With Autism Spectrum Disorders While Maintaining Social Distancing Using Two Tele-Operated Robots

2021 ◽  
Vol 11 ◽  
Author(s):  
Hirokazu Kumazaki ◽  
Taro Muramatsu ◽  
Yuichiro Yoshikawa ◽  
Hideyuki Haraguchi ◽  
Taichi Sono ◽  
...  
Keyword(s):  
Autism Spectrum Disorders ◽  
Communication Skills ◽  
Autism Spectrum ◽  
Training System ◽  
Communication Training ◽  
Full Potential ◽  
Communication Education ◽  
Mediated Communication ◽  
Social Distancing ◽  
Spectrum Disorders

COVID-19 has affected many areas of daily life, including communication and learning. Social distancing is essential to prevent the spread of COVID-19. In these situations, teaching communication skills is essential for helping individuals with autism spectrum disorders (ASD) reach their full potential. To provide communication education while maintaining social distancing, we developed a communication training system using a tele-operated robot. In this system, we prepared a PC and a robot for each participant. The participants were grouped in pairs and communicated with each other through the tele-operated robot. The objective of this study was to test whether this system can maintain motivation for training in individuals with ASD and whether our system was useful for improving communication skills. Participants were randomly assigned to one of two groups: the taking a class by teachers alone (TCT) group or robot-mediated communication exercise (RMC) group. Participants in the TCT group took a class about communication skills from their teacher. Participants in the RMC group, in addition to taking a class by teacher, were grouped in pairs and communicated with each other through the tele-operated robot once a week over 4 weeks (for a total of five sessions). In total, twenty individuals with ASD participated in the study. One-way ANOVA revealed that there were significantly greater improvements in being good at describing their thoughts to others, which was self-rated (F = 6.583; p = 0.019), and good at listening to the thoughts or feelings of others, which was rated by themselves (F = 5.635; p = 0.029) and their teacher (F = 5.333; p = 0.033). As expected, the motivation for training using this system was maintained during a session. Overall, this study revealed that our system was useful for improving communication skills (e.g., listening to the thoughts or feelings of others). Teaching communication skills under pandemic conditions is important, and this study demonstrated the feasibility of communication training using tele-operated robots.

The Information Site as the Way of the Communicative Skills Development of Children with Autism Spectrum Disorder

2021 ◽  
pp. 90-97
Author(s):  
Oksana Vasilievna Stepkova ◽  
◽  
Natalia Vasilievna Kushnareva ◽  
Keyword(s):  
Autism Spectrum Disorders ◽  
Communication Skills ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Speech Development ◽  
Primary School Children ◽  
Skills Development ◽  
Communicative Skills ◽  
Primary Schoolchildren ◽  
Spectrum Disorders

Introduction. The article is devoted to the problem of the communicative skills development of primary school children with autism spectrum disorders using the information site. The purpose of the article is to highlight the possibilities of using the information site by teachers in the process of communication skills development in children with autism spectrum disorders. Research methodology and methods. The research is based on the methodology of a differentiated approach taking into account the age and individual capabilities of the schoolchildren, as well as the severity of the disorder. Various classifications of autism spectrum disorders have been analyzed, and special attention has been paid to the consideration of the peculiarities of speech development, namely, its communicative function. The stages of the research carried out in order to identify the level of communication skills development of children with autism spectrum disorders and the search for ways of corrective work are reflected. Research results. The results of experimental work with the use of an information site aimed to communication skills development of primary schoolchildren with autism spectrum disorders have been presented. Conclusion. In conclusion we should underline that the communicative skills are one of the main manifestations of autism spectrum disorders and teachers can use information technology (for example, an information site) to develop these skills.

Fostering Inclusion of Children and Adolescents With Autism Spectrum Disorders in Daily Settings Through Technological Supports

2021 ◽  
pp. 224-245
Author(s):  
Fabrizio Stasolla ◽  
Alessandro O. Caffò ◽  
Viviana Perilli
Keyword(s):  
Autism Spectrum Disorders ◽  
Assistive Technology ◽  
Communication Skills ◽  
Challenging Behaviors ◽  
Autism Spectrum ◽  
Future Research ◽  
The Third ◽  
Children With Asd ◽  
Adolescents With Autism ◽  
Spectrum Disorders

This chapter emphasizes a selective overview of the newest empirical contributions available in the literature within the last decade (i.e., 2008-2019) regarding the use of assistive technology for the inclusion of children with autism spectrum disorders (ASD) in daily settings. According to the including and excluding criteria, 40 studies were retained and grouped in five main categories, namely (1) communication skills, (2) adaptive and/or social skills, (3) life skills, (4) challenging behaviors, and (5) academic performance. The first aim of the chapter was to outline strengths and weaknesses of the aforementioned studies. The second objective of the chapter was to provide some practical and illustrative examples of assistive technology-based programs aimed at the integration of children with ASD in daily settings. Finally, the third purpose was to discuss the findings pointing out some useful guidelines for future research and practice. Results were fairly positive, although some failure occurred. Clinical, educational, psychological, and rehabilitative implications were critically discussed.

scholarly journals Differentiating ASD From DLD in Toddlers

2008 ◽  
Vol 15 (3) ◽  
pp. 101-111 ◽  
Author(s):  
Rhea Paul ◽  
Katyrzyna Chawarska ◽  
Fred Volkmar
Keyword(s):  
Autism Spectrum Disorders ◽  
Social Skills ◽  
Young Children ◽  
Language Development ◽  
Early Development ◽  
Communication Skills ◽  
Autism Spectrum ◽  
Limited Communication ◽  
Spectrum Disorders

AbstractFailure to begin speaking, or acquiring words and word combinations, is the most common presenting problem in young children. For children with very limited communication skills, it can be difficult to differentiate between children suffering from autism spectrum disorders (ASD) and those with a more circumscribed delay in language development (DLD). This article reviews evidence derived from studies of toddlers who present with poor communication and social skills and summarizes characteristics of early development in these children to assist clinicians in differentiating between ASD and DLD in toddlers.

scholarly journals Use of Computer-Based Interventions to Teach Communication Skills to Children with Autism Spectrum Disorders: A Systematic Review

2010 ◽  
Vol 20 (1) ◽  
pp. 55-76 ◽  
Author(s):  
Sathiyaprakash Ramdoss ◽  
Russell Lang ◽  
Austin Mulloy ◽  
Jessica Franco ◽  
Mark O’Reilly ◽  
...  
Keyword(s):  
Systematic Review ◽  
Autism Spectrum Disorders ◽  
Communication Skills ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Computer Based ◽  
Spectrum Disorders

Assistive Technology-Based Programs to Support Adaptive Behaviors by Children with Autism Spectrum Disorders

2017 ◽  
pp. 140-159 ◽  
Author(s):  
Fabrizio Stasolla ◽  
Adele Boccasini ◽  
Viviana Perilli
Keyword(s):  
Autism Spectrum Disorders ◽  
Assistive Technology ◽  
Communication Skills ◽  
Life Skills ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Future Research ◽  
Practical Applications ◽  
The Third ◽  
Spectrum Disorders

This chapter provides readers with an overview regarding empirical evidences available in the literature within the last decade (i.e., 2005-2015) concerning the use of assistive technology for children with autism spectrum disorders. According to the including and excluding criteria, 36 studies were retained and grouped in four main categories, namely: (a) communication skills, (b) adaptive and/or social skills, (c) life skills, and (d) challenge behaviors. The first aim of the chapter was to outline strengths and weaknesses of the aforementioned studies. The second objective of the chapter was to emphasize practical applications of assistive technology-based programs. Finally, the third purpose was to discuss the findings pointing out some useful guidelines for future research. Results were fairly positive, although some failures occurred. Clinical, educational, psychological and rehabilitative implications were also discussed.

Communicative Aids with low/high technology for the educational intervention in Autism Spectrum Disorders

2018 ◽  
Author(s):  
Saverio Fontani
Keyword(s):  
Autism Spectrum Disorders ◽  
Communication Skills ◽  
Educational Intervention ◽  
High Technology ◽  
Autism Spectrum ◽  
Alternative Communication ◽  
Augmentative Alternative Communication ◽  
Verbal Language ◽  
Spectrum Disorders

In Autism Spectrum Disorders (ASD) are presents communicative deficits, with impairment of understanding and production of verbal language. In this paper is presented a review of the communicative aids based on systems of Augmentative Alternative Communication, which present opportunities for the development of the communication skills of students with ASD.

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