scholarly journals Improving Joint Attention in Children with Autism: A VR-AR Enabled Game Approach

2021 ◽  
Vol 10 (3) ◽  
pp. 77-80
Author(s):  
Soumik Sarker ◽  
Ali Hasan Md. Linkon ◽  
Faisal Haque Bappy ◽  
Md Forhad Rabbi ◽  
Md Mahadi Hasan Nahid
Keyword(s):  
Problem Solving ◽  
Joint Attention ◽  
Skill Training ◽  
Neurodevelopmental Disorder ◽  
Real Life ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Normal Children ◽  
Shared Attention ◽  
Eye Screening

Autism Spectrum Disease (ASD) can be referred to as one type of neurodevelopmental disorder, causing communication or behavioral disabilities in multiple severity levels. These challenges cause difficulties in communication, interaction, problem-solving, etc. Though having no persistent cure for ASD, several treatments and intervention strategies prevail for their behavioral development. These treatments include social skill training, sensory integration, and occasional therapy, etc. Many of these researches highly emphasize joint attention, which is the common issue of most autism cases. Joint or shared attention is highly essential for language and communication skill development. In this work, we proposed a game-based approach to improving the joint attention of children with autism. This approach focuses on the efficiency of skilling up their shared attention by interacting with digital models through problem-solving. We integrate AR (Augmented Reality) and VR (Virtual Reality) technologies for solving this issue. Using these technologies, we have designed an interactive multi-staged game module, including several types of real-life alike problems. Problem-solving and interacting with these mascots can help children build up learning and communication skills, which sometimes real-life interaction may find challenging. Again, eye screening and health can be issues in the device-centric scheme. An analytical survey has been presented in this work, confirming that all these health issues have been carefully considered. Implementation and outperforming results of this work will give a clear stand about the effectiveness of this module. Besides, we present sufficient analytics confirming that this module can also be efficient for normal children.

Procedures and compliance of a video modeling applied behavior analysis intervention for Brazilian parents of children with autism spectrum disorders

Autism ◽  
2017 ◽  
Vol 21 (5) ◽  
pp. 603-610 ◽  
Author(s):  
Leila F Bagaiolo ◽  
Jair de J Mari ◽  
Daniela Bordini ◽  
Tatiane C Ribeiro ◽  
Maria Carolina C Martone ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Applied Behavior Analysis ◽  
Joint Attention ◽  
Video Modeling ◽  
Low Cost ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Training Intervention ◽  
Parental Training

Video modeling using applied behavior analysis techniques is one of the most promising and cost-effective ways to improve social skills for parents with autism spectrum disorder children. The main objectives were: (1) To elaborate/describe videos to improve eye contact and joint attention, and to decrease disruptive behaviors of autism spectrum disorder children, (2) to describe a low-cost parental training intervention, and (3) to assess participant’s compliance. This is a descriptive study of a clinical trial for autism spectrum disorder children. The parental training intervention was delivered over 22 weeks based on video modeling. Parents with at least 8 years of schooling with an autism spectrum disorder child between 3 and 6 years old with an IQ lower than 70 were invited to participate. A total of 67 parents fulfilled the study criteria and were randomized into two groups: 34 as the intervention and 33 as controls. In all, 14 videos were recorded covering management of disruptive behaviors, prompting hierarchy, preference assessment, and acquisition of better eye contact and joint attention. Compliance varied as follows: good 32.4%, reasonable 38.2%, low 5.9%, and 23.5% with no compliance. Video modeling parental training seems a promising, feasible, and low-cost way to deliver care for children with autism spectrum disorder, particularly for populations with scarce treatment resources.

Understanding Communication and Students with Autism Spectrum Disorder

2020 ◽  
pp. 39-66
Author(s):  
Alice M. Hammel ◽  
Ryan M. Hourigan
Keyword(s):  
Autism Spectrum Disorder ◽  
Joint Attention ◽  
Augmentative And Alternative Communication ◽  
Expressive Language ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Alternative Communication ◽  
Music Classroom ◽  
Students With Autism

Communication is one of the considerable challenges faced by children with autism. Before a child with autism can learn, their must be able to communicate. This chapter includes information on communication traits and characteristics of persons with autism as well as steps to obtain effective communication with students with autism in the music classroom. Other topics include joint attention, reciprocation, echolalia, receptive and expressive language, and augmentative and alternative communication for students with autism in the music classroom.

scholarly journals The impact of robotic intervention on joint attention in children with autism spectrum disorders

2018 ◽  
Vol 9 (1) ◽  
Author(s):  
Hirokazu Kumazaki ◽  
Yuichiro Yoshikawa ◽  
Yuko Yoshimura ◽  
Takashi Ikeda ◽  
Chiaki Hasegawa ◽  
...  
Keyword(s):  
Autism Spectrum Disorders ◽  
Joint Attention ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorders ◽  
The Impact

scholarly journals Robots in special education: reasons for low uptake

2019 ◽  
Vol 13 (2) ◽  
pp. 59-69
Author(s):  
Maria Jose Galvez Trigo ◽  
Penelope Jane Standen ◽  
Sue Valerie Gray Cobb
Keyword(s):  
Special Education ◽  
Learning Disabilities ◽  
Design Methodology ◽  
Real Life ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Learning Activities ◽  
Autism Spectrum Conditions ◽  
Content Type ◽  
The Uk

Purpose The purpose of this paper is to identify the main reasons for low uptake of robots in special education (SE), obtained from an analysis of previous studies that used robots in the area, and from interviewing SE teachers about the topic. Design/methodology/approach An analysis of 18 studies that used robots in SE was performed, and the conclusions were complemented and compared with the feedback from interviewing 13 SE teachers from Spain and the UK about the reasons they believed caused the low uptake of robots in SE classrooms. Findings Five main reasons why SE schools do not normally use robots in their classrooms were identified: the inability to acquire the system due to its price or availability; its difficulty of use; the low range of activities offered; the limited ways of interaction offered; and the inability to use different robots with the same software. Originality/value Previous studies focussed on exploring the advantages of using robots to help children with autism spectrum conditions and learning disabilities. This study takes a step further and looks into the reasons why, despite the benefits shown, robots are rarely used in real-life settings after the relevant study ends. The authors also present a potential solution to the issues found: involving end users in the design and development of new systems using a user-centred design approach for all the components, including methods of interaction, learning activities and the most suitable type of robots.

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