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.

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.

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.

Assistive Technologies and Design for People With Autism Spectrum Disorders

2022 ◽  
pp. 48-70
Author(s):  
Denise Gulino
Keyword(s):  
Autism Spectrum Disorders ◽  
Job Performance ◽  
Assistive Technology ◽  
Academic Skills ◽  
Autism Spectrum ◽  
Assistive Technologies ◽  
Future Research ◽  
Spectrum Disorders ◽  
Positive Results ◽  
Specific Technology

This chapter has the aim to provide a concise overview of which assistive technology tools can be used to implement interventions for people with autism spectrum disorders and what developers and designers must take into account when they want to approach to the development of these technologies. Four areas of intervention have been identified: (1) treatment of phobias, (2) social interactions, (3) academic skills, (4) job performance. Ten contributions have been reviewed for a total of 216 participants. Positive results and limits of various studies have been identified. In each session a specific technology will be analyzed, and some general guidelines will be provided. Some suggestions will be emphasized for future research.

Providing Interventions for Young Children With Autism Spectrum Disorders

2011 ◽  
Vol 33 (4) ◽  
pp. 321-332 ◽  
Author(s):  
Phillip S. Strain ◽  
Ilene S. Schwartz ◽  
Erin E. Barton
Keyword(s):  
Autism Spectrum Disorders ◽  
Young Children ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Future Research ◽  
The Past ◽  
Children With Asd ◽  
Comprehensive Service ◽  
Spectrum Disorders ◽  
The One

Over the past 25 years, we have learned a great deal about the diagnosis, treatment, and impact of autism spectrum disorders (ASD) on young children and their families. The authors describe several overarching themes that have emerged in the educational research on young children with ASD. The focus of their article is on education-based research because public education remains the one comprehensive service to which all children with ASD are entitled to free of charge. Four themes (i.e., inclusion, systematic and effective instruction, intensity, and social context) are described in terms of the major findings and impact on policy and practices. The authors conclude with a summary of implications for future research for the next 25 years.

scholarly journals Role of the Immune System in Autism Spectrum Disorders (ASD)

2018 ◽  
Vol 17 (7) ◽  
pp. 489-495 ◽  
Author(s):  
Heidi Ormstad ◽  
Vesna Bryn ◽  
Ola Didrik Saugstad ◽  
Ola Skjeldal ◽  
Michael Maes
Keyword(s):  
Autism Spectrum Disorders ◽  
Nitrosative Stress ◽  
Fetal Brain ◽  
Autism Spectrum ◽  
Future Research ◽  
Children With Asd ◽  
Selective Review ◽  
Immunological Mechanisms ◽  
Increased Risk ◽  
Spectrum Disorders

Background: The evidence based supports that multifactorial and complex immune interactions play a role in autism spectrum disorders (ASD), but contradictory findings are also reported. Objective: The aim of this selective review was to identify trends in the research literature on this topic, focusing on immunology and other aberrations with respect to the different ASD subtypes. Methods: This selective review is based on original and review articles written in English and identified in literature searches of PubMed. Results: Several studies have found that the risk of ASD is greater among children whose mothers suffered from autoimmune diseases while pregnant. Moreover, individuals with ASD show increased levels of antibodies that are specific for several specific proteins. Studies also show that mothers of children with ASD have antibodies against fetal brain proteins. There are also reports on the associations between increased levels of proinflammatory cytokines and ASD. Finally, infections in mothers during pregnancy are linked to an increased risk of ASD. Conclusion: We propose that the large inconsistencies in findings among studies in the field are due to differences in subdiagnoses among the included children with ASD. Well-phenotyped ASD samples are needed to understand the biological and immunological mechanisms underpinning ASD and its subdiagnoses. Future research should apply new strategies to scrutinize the link between ASD and changes in immune responsivity. Important new research avenues are to investigate the associations (a) between different ASD phenotypes and aberrations in (auto)immune pathways and (b) between reduced natural regulatory autoimmune responses during pregnancy, which are in turn associated with increased oxidative and nitrosative stress in maternal blood and putative detrimental effects in the offspring.

scholarly journals Therapists’ Expressions of Agreement in Therapeutic Conversations With Chinese Children With ASD: Strategies, Sequential Positions and Functions

2022 ◽  
Vol 12 ◽  
Author(s):  
Xiaorong Zeng ◽  
Bosen Ma ◽  
Chenxi Li ◽  
Laiyun Zhang ◽  
Chenxi Li ◽  
...  
Keyword(s):  
Autism Spectrum Disorders ◽  
Therapeutic Relationship ◽  
Communication Skills ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Chinese Children ◽  
Intervention Process ◽  
Children With Asd ◽  
Naturalistic Intervention ◽  
Spectrum Disorders

Based on conversations between 10 Chinese children with Autism Spectrum Disorders (ASD) and five therapists in the context of Naturalistic Intervention, this study investigated the therapists’ agreement expressions in this typical setting. The study found that (1) the therapists mainly used four agreement strategies: acknowledgment, positive evaluation, repetition and blending. These four strategies could be used individually or in combination. The first three strategies and their combinations were used frequently during the therapeutic conversation. (2) With the major occurrences in the post-expansion position, the agreement expressions in the therapeutic conversation mainly performed three functions, namely, creating a supportive therapeutic relationship, serving as positive reinforcers and implementing interventions pertinent to communication skills. (3) This study proposed that the therapists’ preferred use of agreement expressions in the intervention process could be explained by the features of Naturalistic Intervention.

Assistive Technologies for Children and Adolescents With Autism Spectrum Disorders

2022 ◽  
pp. 1-24
Author(s):  
Leila Goosen
Keyword(s):  
Autism Spectrum Disorders ◽  
Children And Adolescents ◽  
Autism Spectrum ◽  
Assistive Technologies ◽  
Future Research ◽  
Research Directions ◽  
Adolescents With Autism ◽  
Future Research Directions ◽  
Spectrum Disorders ◽  
General Perspective

The purpose of this chapter is to provide readers with an overview of the latest research on assistive technologies, especially as related to children and adolescents with autism spectrum disorders (ASDs). While introducing and describing the general perspective of the chapter as specifically focusing on objectives in terms of children and adolescents with ASDs, background that summarizes the content of this chapter as also consisting of significant results with regard to young and older adults as well as references to other connected conditions will be included. Issues, problems, and challenges in this regard are presented, together with possible solutions and recommendations, future research directions, and concluding remarks.

The Use of Mobile Phone Technology to Support People with Autism Spectrum Disorders (ASD)

2015 ◽  
pp. 1514-1530 ◽  
Author(s):  
Kristie Asaro-Saddler ◽  
Diana Akhmedjanova
Keyword(s):  
Autism Spectrum Disorders ◽  
Mobile Phone ◽  
Communication Skills ◽  
Mobile Technology ◽  
Autism Spectrum ◽  
Future Research ◽  
Review Of The Literature ◽  
Mobile Phone Technology ◽  
Spectrum Disorders ◽  
Socialization Skills

The increasing accessibility and utilization of mobile phone technology has greatly enhanced the lives of many individuals, including those with disabilities such as autism spectrum disorders (ASD). In this article the authors provide a comprehensive review of the literature in the use of mobile phone technology to deliver interventions to support the communication skills, socialization skills, and academic skills of individuals with ASD. The majority of the studies reviewed in this emerging field indicate the potential effectiveness of mobile technology as a medium to deliver interventions; however, additional research in this field is warranted. Implications for practitioners and researchers, along with potential areas for future research, will be discussed.

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