ComFiM: A Cooperative Serious Game to Encourage the Development of Communicative Skills between Children with Autism

2014 ◽  
Author(s):  
Paula Ceccon Ribeiro ◽  
Bruno Baere Pederassi Lomba de Araujo ◽  
Alberto Raposo
Keyword(s):  
Children With Autism ◽  
Serious Game ◽  
Communicative Skills

A serious game to support learning and minimize the social isolation of children with autism

2020 ◽  
Author(s):  
S. Dantas Silva ◽  
F. M. Mendes Neto ◽  
R. M. de Lima ◽  
A. F. Sousa Neto ◽  
R. V. Santos Júnior ◽  
...  
Keyword(s):  
Social Isolation ◽  
Children With Autism ◽  
Serious Game ◽  
The Social

‘Emotiplay’: a serious game for learning about emotions in children with autism: results of a cross-cultural evaluation

2017 ◽  
Vol 26 (8) ◽  
pp. 979-992 ◽  
Author(s):  
S. Fridenson-Hayo ◽  
S. Berggren ◽  
A. Lassalle ◽  
S. Tal ◽  
D. Pigat ◽  
...  
Keyword(s):  
Children With Autism ◽  
Cross Cultural ◽  
Serious Game

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.

Self-initiations in young children with autism during Pivotal Response Treatment with and without robot assistance

Autism ◽  
2020 ◽  
Vol 24 (8) ◽  
pp. 2117-2128 ◽  
Author(s):  
Manon WP De Korte ◽  
Iris van den Berk-Smeekens ◽  
Martine van Dongen-Boomsma ◽  
Iris J Oosterling ◽  
Jenny C Den Boer ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Pivotal Response Treatment ◽  
Robot Assisted ◽  
Communicative Skills ◽  
Robot Assistance ◽  
Social Communicative

The aim of this study was to investigate the effect of Pivotal Response Treatment versus robot-assisted Pivotal Response Treatment on self-initiations of children with autism spectrum disorder and to explore the relation between self-initiations and collateral gains in general social-communicative skills. Forty-four participants with autism spectrum disorder aged 3–8 years (Pivotal Response Treatment: n = 20, Pivotal Response Treatment + robot: n = 24), who were recruited as part of a larger randomized controlled trial (number NL4487/NTR4712, https://www.trialregister.nl/trial/4487 ), were included. Self-initiations were blindly coded, assessing video probes of all parent–child sessions using an event-recording system. General social-communicative skills were assessed with the parent- and teacher-rated Social Responsiveness Scale during intervention and at 3-month follow-up. Results using linear mixed-effects models showed overall gains in self-initiations during both Pivotal Response Treatment intervention groups (estimate = 0.43(0.15), 95% confidence interval (CI): 0.13–0.73), with larger gains in functional self-initiations in children receiving robot-assisted Pivotal Response Treatment (estimate = −0.27(0.12), 95% confidence interval: −0.50 to −0.04). Growth in self-initiations was related to higher parent-rated social awareness at follow-up compared with baseline in the total sample ( r = −0.44, p = 0.011). The clinical implications of these findings, as well as directions for future research in the utility of Pivotal Response Treatment and robot assistance in autism spectrum disorder intervention, are discussed. Lay abstract The initiation of social interaction is often defined as a core deficit of autism spectrum disorder. Optimizing these self-initiations is therefore a key component of Pivotal Response Treatment, an established intervention for children with autism spectrum disorder. However, little is known about the development of self-initiations during intervention and whether this development can be facilitated by robot assistance within Pivotal Response Treatment. The aim of this study was to (1) investigate the effect of Pivotal Response Treatment and robot-assisted Pivotal Response Treatment on self-initiations (functional and social) of young children with autism spectrum disorder over the course of intervention and (2) explore the relation between development in self-initiations and additional gains in general social-communicative skills. Forty-four children with autism spectrum disorder (aged 3–8 years) were included in this study. Self-initiations were assessed during parent–child interaction videos of therapy sessions and coded by raters who did not know which treatment (Pivotal Response Treatment or robot-assisted Pivotal Response Treatment) the child received. General social-communicative skills were assessed before start of the treatment, after 10 and 20 weeks of intervention and 3 months after the treatment was finalized. Results showed that self-initiations increased in both treatment groups, with the largest improvements in functional self-initiations in the group that received robot-assisted Pivotal Response Treatment. Increased self-initiations were related to higher parent-rated social awareness 3 months after finalizing the treatment.

scholarly journals The Development of a Virtual Escape Room to Trigger Social Interaction and Communication between High-Functioning Children with Autism and their Peers: An Iterative Design Approach (Preprint)

2020 ◽  
Author(s):  
Gijs Terlouw ◽  
Derek Kuipers ◽  
Job van 't Veer ◽  
Jelle T Prins ◽  
Jean Pierre E N Pierie
Keyword(s):  
Social Interaction ◽  
Design Process ◽  
Design Research ◽  
Children With Autism ◽  
Serious Game ◽  
Boundary Object ◽  
High Functioning ◽  
Iterative Design ◽  
Children With Asd ◽  
The Right

BACKGROUND Children with autism spectrum disorder (ASD) have social deficits that affect social interaction, communication, and relationships with peers. Many interventions focus mainly on improving social skills in a clinical setting. However, developed social skills are not necessarily applied to children's daily life at school, and children with ASD face challenges in forming and maintaining relationships with peers. In addition to the direct-instruction-based programs, more activity-based programs could be of added value, especially to bridge the relational gap between children with ASD and their peers. OBJECTIVE This paper describes an iterative design process of the development of a virtual escape room as an activity-based serious game and describes the development of a game as a boundary object. The purpose of the serious game is to facilitate and trigger direct communication between high-functioning children with ASD and their peers. During the design research process, we examined in small steps whether the developed prototypes are feasible and whether they have the potential to achieve the objective of the serious game. METHODS This study is structured around the Design Research Framework to develop the escape room through an iterative-incremental process. Three playful test sessions (n=12; n=21; n=12) with different prototypes were initiated to eventually develop a beta-prototype. The beta-prototype was subsequently tested with children (n=12) and experts (n=12). RESULTS By testing various prototypes, including a paper prototype and an augmented reality prototype, different insights were found to get the design right. Insights were gathered to find the right theme, content, practical constraints, and shape of the serious game. Eventually, a multiplayer virtual escape room, AScapeD, was developed. Three children can play the serious game together in the same room on tablet devices. The first tests show that the game triggers social interaction and communication between the children. CONCLUSIONS This paper presented the iterative design process of AScapeD. AScapeD triggers social interaction and connection in a playful way between children with ASD and their peers. The conceptual structure of an escape room contributes to the natural emergence of communication and cooperation. The iterative design process has been beneficial to finding the right design, getting the design right, and contributed to the design of a serious game as a boundary object which mediates the various objectives of different stakeholders. The developed prototype is feasible and has the potential to achieve the aim of the serious game.

Using Tactile Prompts to Increase Social-Communicative Skills with Children with Autism

2012 ◽  
pp. 216-220
Author(s):  
Judah B. Axe
Keyword(s):  
Facial Expressions ◽  
Eye Contact ◽  
Children With Autism ◽  
Communicative Skills ◽  
Communicative Behavior ◽  
Social Initiations ◽  
Social Communicative ◽  
Research Document

Tactile prompts can be worn by children with autism to cue them to make social initiations to peers and make eye contact and respond to adults’ facial expressions. Two previous studies and this author’s research document the efficacy of tactile prompts. Teachers and therapists should use tactile prompts to increase social-communicative behavior with children with autism.

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