Critical Behavior Monitoring for Children with Special Needs in Preventing Physical Injury Using Kinect

2015 ◽  
pp. 211-249
Author(s):  
Ong Chin Ann ◽  
Lau Bee Theng ◽  
Henry Lee Seldon ◽  
Fernando Anddie Putra
Keyword(s):  
Special Needs ◽  
Critical Behavior ◽  
Human Activities ◽  
Autism Spectrum ◽  
Physical Injury ◽  
Children With Special Needs ◽  
Kinect Sensor ◽  
Monitoring Model ◽  
Behavior Monitoring ◽  
Human Activities Recognition

This research studies ways to prevent physical injury for children with special needs, or specifically children with Autism Spectrum Disorder (ASD). The prevention is achievable by monitoring child behavior in the classroom from time to time. A Critical Behavior Monitoring model was developed for this purpose. The model is integrated with a Kinect sensor (by Microsoft) to process the signal acquired for human activities recognition. Currently, the model manages to identify 17 different human activities and notify parents or teachers via SMS and/or email if any unusual or critical activities are detected (i.e. falling down or asking for help). This will ensure immediate action is taken to prevent injuries or the situation from getting worse.

Critical Behavior Monitoring for Children with Special Needs in Preventing Physical Injury Using Kinect

2016 ◽  
pp. 2059-2099
Author(s):  
Ong Chin Ann ◽  
Lau Bee Theng ◽  
Henry Lee Seldon ◽  
Fernando Anddie Putra
Keyword(s):  
Special Needs ◽  
Critical Behavior ◽  
Human Activities ◽  
Autism Spectrum ◽  
Physical Injury ◽  
Children With Special Needs ◽  
Kinect Sensor ◽  
Monitoring Model ◽  
Behavior Monitoring ◽  
Human Activities Recognition

This research studies ways to prevent physical injury for children with special needs, or specifically children with Autism Spectrum Disorder (ASD). The prevention is achievable by monitoring child behavior in the classroom from time to time. A Critical Behavior Monitoring model was developed for this purpose. The model is integrated with a Kinect sensor (by Microsoft) to process the signal acquired for human activities recognition. Currently, the model manages to identify 17 different human activities and notify parents or teachers via SMS and/or email if any unusual or critical activities are detected (i.e. falling down or asking for help). This will ensure immediate action is taken to prevent injuries or the situation from getting worse.

scholarly journals The Robotic Construction Kit as a Tool for Cognitive Stimulation in Children and Adolescents: The RE4BES Protocol

Robotics ◽  
2019 ◽  
Vol 8 (1) ◽  
pp. 8 ◽  
Author(s):  
Antonella D’Amico ◽  
Domenico Guastella
Keyword(s):  
Social Skills ◽  
Special Needs ◽  
Experimental Studies ◽  
Treatment Protocol ◽  
Autism Spectrum ◽  
Cognitive Stimulation ◽  
Children With Special Needs ◽  
Special Educational Needs ◽  
Construction Kits ◽  
Robotic Construction

Through numerous experiences, the robotics has been demonstrated to have good potential in the field of strengthening social skills in children with Special Educational Needs and in particular with autism spectrum disorder. There are still not many experimental studies on the cognitive enhancement and social skills of children with special needs conducted with robotics construction kits that, requiring both the construction of the robot body and the programming of its “mind“, bring into play a multiplicity of cognitive and social skills. For the aforementioned reasons our team from the University of Palermo and from the Center MetaIntelligenze ONLUS developed the treatment protocol RE4BES, which is a collection of guidelines for realizing robotics personalized activities for children with special needs. In this paper, two studies will be described concerning the first application of activities drawn from the RE4BES protocol. The first study concerns the use of the robotic construction kits for the stimulation of visuo-spatial abilities; in the second study the robot construction kits have been used to stimulate the attentional abilities in a child with severe difficulties on focused attention tasks.

scholarly journals Reviewing the life skills activity program for children with special needs during the COVID-19 pandemic

2021 ◽  
Vol 16 (6) ◽  
pp. 3240-3254
Author(s):  
Diana Diana ◽  
Sunardi Sunardi ◽  
Gunarhadi Gunarhadi ◽  
Munawir Yusufi
Keyword(s):  
Early Childhood ◽  
Special Needs ◽  
Life Skills ◽  
Autism Spectrum ◽  
Personal Hygiene ◽  
Children With Special Needs ◽  
Self Awareness ◽  
Online Distance Learning ◽  
Online Distance ◽  
The Impact

The pandemic, which occurs in all parts of the world has changed the order of the learning process for children with special education needs (SEN) which was initially carried out face-to-face to the online distance learning from home. This study aims to see the impact of the Inclusive Teaching (I-Teach) model on the life skills of early childhood students with special needs while studying from home during the covid-19 pandemic. This study is survey research with data analysis using the percentage of life skills assessment in children with special needs, carried out at 6 early childhood education institutions that have children with special needs totaling 12 students with the following specifications: 5 students with autism spectrum disorder, 1 student with speech delay, 2 students with attention deficit hyperactivity disorder, 1 student with down syndrome, and 3 other students who have not been diagnosed.The research found that, from the six aspects of special needs childrens'  life skills, most of them can self-feeding. It showed when children used the cutlery to clean the dishes by themselves. Meanwhile, for the dressing skill, personal hygiene, self-awareness, safety, and others, children still need reinforcement from parent and teacher.           Keywords: Life Skills, SEN, Early Childhood

scholarly journals Analysis of Coping Behavior of Parents Who Have Children with Special Needs (Autism) in Public Special School 1 Kendari

2020 ◽  
Vol 1 (2) ◽  
pp. 28-36
Author(s):  
Rani Muhammadi ◽  
Sudirman Nasir ◽  
Yahya Thamrin ◽  
Ridwan M. Thaha ◽  
Arifin Seweng ◽  
...  
Keyword(s):  
Special Needs ◽  
Health Workers ◽  
Coping Behavior ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Special School ◽  
Children With Special Needs ◽  
Coping Behaviors ◽  
Study Approach ◽  
The Individual

Autism Spectrum Disorder (ASD) is a condition characterized by several levels of social behavior, communication and language that is disturbed by various interests and narrow activities that are unique to the individual and carried out repeatedly. Parents need coping to understand the condition of children with special needs. This study aims to analyze coping behavior in parents who have children with special needs (autism). This research is a qualitative research with a case study approach. The data were obtained by means of in-depth interviews and observations on 14 informants consisting of families, parents and health workers as well as teachers and principals Public Special School 1 Kendari. Content analysis is used to identify topics or categories in data. The results showed that coping behaviors were used to overcome feelings, namely worship, crying, patience, keeping busy and entertaining themselves. Coping behavior to overcome the condition of children with special needs (autism) in the form of following therapy, dietary food, teaching children at home, alternative medicine and taking medication. To support coping efforts, parents get support from family, friends, school principals, teachers and therapists. It is recommended that Special School 1 Kendari be able to increase the understanding and knowledge of parents about autism by holding training for parents who have children with autism, how to handle children with autism so that parents gain understanding and help parents' difficulties in working with children with autism.

scholarly journals Obesity and Weight Concerns in Children with Special Needs in a Developing Country

2021 ◽  
Author(s):  
Prithiviraj Bahadursingh
Keyword(s):  
Special Needs ◽  
Trisomy 21 ◽  
Significant Proportion ◽  
Autism Spectrum ◽  
Overweight And Obesity ◽  
Global Developmental Delay ◽  
Learning Difficulty ◽  
Eating Problems ◽  
Children With Special Needs ◽  
Weight Concerns

Objective To investigate weight concerns in children with special needs. Methods Data from an established patient database on Microsoft Excel for a local community paediatric service was analysed for September 2015 to August 2016. Patient diagnoses were categorised as follows: Attention Deficit and Hyperactivity Disorder (ADHD), Autism Spectrum Disorder (ASD), Learning Difficulty (LD), Cerebral Palsy (CP), Global Developmental Delay (GDD), Trisomy 21 (T 21) and Other syndromes. The proportions of these children being overweight/obese, underweight, having eating problems, requiring dietician services and having behavioural problems were recorded. Odds ratios were calculated comparing subgroups. Results One thousand and seventeen (1017) patients attended the clinics; Seven hundred and seventy one (771) were male. Fifteen point four percent (15.4%, 157) of patients had weight concerns, with 9.3% (95) being overweight or obese and 6.1% (62) underweight. Five point one percent (5.1%, 52) of children experienced eating problems. Seven point nine percent (7.9%,80) patients accessed the dietician services and behavioral concerns were noted in 8.8% (90) patients. Regarding ASD, the odds of being overweight or obese was lower compared to the rest of the group; 3.7% (15) were overweight or obese. For ADHD, 15% (13) were overweight or obese. Amongst children with Learning Difficulty, 17.5% (44) were overweight or obese. CP children had higher odds of being underweight compared to the rest of the group (14.9% of children with CP were underweight). For Trisomy 21 and other syndromes, 17% (5) were overweight or obese. Conclusion International data indicates that children with special needs have high rates of overweight and obesity. This study also shows that a significant proportion of children with special needs are overweight or obese and at risk of Non-Communicable Diseases (NCDs) like cardiovascular disease and diabetes. Strategies implemented locally to address NCDs must give emphasis to children with special needs. Keywords: Obesity, Special Needs, Children

The model of combination between medical and educational intervention for children with developmental disorders in Vietnam – Through case studies

2018 ◽  
Vol LXXIX (4) ◽  
pp. 272-280
Author(s):  
Dinh Nguyen Trang Thu
Keyword(s):  
Special Needs ◽  
Case Studies ◽  
Developmental Disorders ◽  
Educational Institution ◽  
Autism Spectrum ◽  
Children With Special Needs ◽  
Hyperactivity Disorder ◽  
Intervention Models ◽  
Education Interventions ◽  
Essential Knowledge

Special education must be interdisciplinary in order to ensure the comprehensive quality of education for children with special needs in general and children with developmental disorders in particular. For children with developmental disorders such as autism spectrum disorder, attention deficit hyperactivity disorder, learning disabilities, etc., regular education interventions are important as they provide children with essential knowledge and help them practice necessary skills before utilizing these skills in their social integration process. This article introduces intervention models used in an educational institution in combination with medical therapy and the effects of this combination in two case studies of children with developmental disorders. Through concrete evidence and results of clear case studies, the article desires to contribute to a clearer illustration of the combined model of health and education used in interventions for children with special needs in general and especially for children with developmental disorders in Vietnam.

scholarly journals Impact of Coronavirus 2019 on Students with Special Needs

2021 ◽  
Author(s):  
Ebrahim Rahbar Karbasdehi
Keyword(s):  
Special Needs ◽  
Emotional Disorders ◽  
Teaching And Learning ◽  
Disease Outbreaks ◽  
Well Being ◽  
Autism Spectrum ◽  
Children With Special Needs ◽  
School Closures ◽  
Students With Special Needs ◽  
Face To Face

Introduction: Emergency school closures are often used as public health interventions during infectious disease outbreaks to minimize the spread of infection. However, Over 80% of children in the world have had their education impacted by coronavirus. For children with special needs who receive special education services, access to face-to-face education and other resources at school is of particular importance. These services focus not only on academic achievement, but also on social, emotional, psychological and physical health and well-being. The American Academy of Pediatrics advocates for students to attend school in person. Students with special needs are divided into seven educational groups: hearing impairment, visual impairment, physical-motor disorders, intellectual disabilities, behavioral-emotional disorders, autism spectrum disorder, specific learning disorder, and severe and multiple disabilities. Each of these groups should have a different way of teaching and learning than other groups and normal students. For proper planning and accommodation of children with special needs, we must prioritize safety. In order for these students to be able to use rehabilitation services, face-to-face education conditions must be provided for them in accordance with health protocols.

scholarly journals The Impact of Peer-mediated Intervention on Children with Special Needs in Inclusion Classroom

2020 ◽  
Vol 8 (2) ◽  
pp. 126-137
Author(s):  
Faqihul Muqoddam ◽  
Wiwin Hendriani
Keyword(s):  
Autism Spectrum Disorder ◽  
Special Needs ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Inclusive Classroom ◽  
Children With Special Needs ◽  
Online Databases ◽  
Inclusive Settings ◽  
Inclusion Classroom ◽  
The Impact

AbstractSystematic review aims to analyze the impact of interventions that mediated by peers on children with special needs in an inclusion setting. The review was conducted with the search keywords "peers" and "inclusive class", "peers" and "inclusion settings", "peers" and "inclusive settings", "peers" and "inclusive classrooms" in 2 online databases, namely ERIC and ScienceDirect. There were 11 articles reviewed from the total number of initial searches of 1,233 obtained from screening results according to inclusion and exclusion criteria. The results show that all interventions that have been implemented involve the role of peers. The focus of interventions various kinds, ranging from children aged 3-16 years and more focus on children with Autism Spectrum Disorder (ASD). Eleven Interventions that involve peers are significantly able to improve interaction, communication, social skills and social initiation in children with special needs so that it can be a reference in the process of intervention in the further application or research. AbstrakSistematik review bertujuan untuk menganalisis dampak intervensi yang dimediasi oleh teman sebaya pada anak berkebutuhan khusus di setting inklusi. Review dilakukan dengan kata kunci pencarian “peers” and “inclusive class”, “peers” and “inclusion setting”, “peers” and “inclusive setting”, dan “peers” and “inclusive classroom” pada 2 database online, yakni ERIC dan ScienceDirect. Terdapat 11 artikel yang direview dari jumlah total pencarian awal 1.233 yang diperoleh dari hasil screening sesuai dengan kriteria inklusi dan eksklusi. Hasil menunjukkan bahwa seluruh intervensi yang telah diterapkan melibatkan peran teman sebaya. Fokus intervensi beraneka ragam, mulai dari anak berusia 3-16 tahun dan lebih banyak fokus pada anak dengan Autism Spectrum Disorder (ASD). Sebelas Intervensi yang melibatkan teman sebaya tersebut secara signifikan mampu meningkatkan interaksi, komunikasi, keterampilan sosial dan inisiasi sosial pada anak berkebutuhan khusus sehingga dapat menjadi rujukan dalam proses intervensi pada penerapan selanjutnya.  Kata Kunci: Intervensi; Teman Sebaya; Kebutuhan Khusus; Inklusi

scholarly journals Meneroka Cabaran yang Dihadapi oleh Ibu dalam Menguruskan Anak Berkeperluan Khas

2020 ◽  
Vol 4 (2) ◽  
pp. 63-75
Author(s):  
Manisah Mohd. Ali ◽  
Nur Farahana Ismail @ Mohd Ismail
Keyword(s):  
Special Needs ◽  
Social Stigma ◽  
Well Being ◽  
Autism Spectrum ◽  
Children With Special Needs ◽  
Special Needs Children ◽  
Educational Module ◽  
Family Acceptance ◽  
Physical Challenges

Parents of children with special needs experience mental and physical challenges that can cause psychological stress. Mothers are more likely to experience higher stress than fathers as they closer to their children than father. This study aims to explore the challenges that can cause stress among mothers with special needs children. The research design of this study was a case study using an interview protocol to seek information from a group of mothers (n = 6) of children with special needs who are experiencing autism spectrum disorders, cerebral palsy and attention-deficit/hyperactive disorder. Data were transcribed verbatimly and analysed using the Thematic Analysis Method. This study found that there are five challenges faced by the study sample namely challenges in terms of lack of knowledge in the stages of identification of child disability, family acceptance, social stigma, emotional stress and career management in addition managing special needs children. Cooperation and collaboration between several parties such as counselors, hospitals and ministries are needed to ensure the well-being of mothers. Mothers need to be provided with detailed information on the management of children with special needs. This study has implications on Government agencies’ effort to design educational module on effective parenting. Abstrak Ibu bapa dengan anak berkeperluan khas mengalami cabaran dari segi mental dan fizikal yang boleh menyebabkan tekanan psikologikal. Golongan ibu lebih cenderung untuk mengalami tekanan yang lebih tinggi disebabkan mereka lebih mendampingi anak mereka berbanding bapa. Kajian ini bertujuan untuk meneroka cabaran yang boleh menyebabkan tekanan dalam kalangan ibu dengan anak berkeperluan khas. Reka bentuk kajian ini adalah kajian kes yang melibatkan protokol temubual untuk mendapatkan maklumat daripada kumpulan ibu (n=6) yang mempunyai anak berkeperluan khas dalam kategori gangguan spektrum autisme, palsi serebral dan sindrom kurang daya tumpuan dan hiperaktif. Data kajian ditranskrip secara verbatim dan dianalisis data dengan menggunakan kaedah Analisis Tematik. Kajian ini mendapati bahawa terdapat lima cabaran yang dihadapi oleh sampel kajian iaitu cabaran dari segi kurang pengetahuan pada peringkat pengenalpastian jenis ketidakupayaan anak, penerimaan keluarga, stigma masyarakat, tekanan emosi dan pengurusan kerjaya di samping menguruskan anak berkeperluan khas. Kerjasama dan kolaborasi antara beberapa pihak yang bertanggungjawab seperti kaunselor, pihak hospital dan kementerian diperlukan bagi memastikan kesejahteraan para ibu. Para ibu perlu disediakan maklumat yang terperinci berkenaan pengurusan anak berkeperluan khas. Kajian ini mempunyai implikasi kepada agensi kerajaan yang berwajib untuk merangka modul pendidikan keibubapaan yang berkesan.

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