A Review of Behavioral Strategies and Support Considerations for Assisting Persons with Difficulties Transitioning from Activity to Activity

Sevin, Jay A.; Rieske, Robert D.; Matson, Johnny L.

doi:10.1007/s40489-015-0056-7

Cited by 17 publications

(11 citation statements)

References 79 publications

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“…Given the wide use of activity schedules in behavioral interventions for children with ASD (Sevin et al, 2015; Spriggs et al, 2017), the utility of a wearable activity schedule with this population is also worthy of exploration. If the visual prompts provided by wearable devices support the completion of complex behavior chains and maintain on‐task behavior with minimal problem behavior, these devices could have great potential in aiding the transition of children with ASD from a clinic setting into less restrictive environments (e.g., school).…”

Section: Resultsmentioning

confidence: 99%

“…Several behavioral antecedent strategies have been developed to promote transitions among activities with minimal problem behavior (e.g., Jessel et al, 2016; see Sevin et al, 2015, for a review). However, in some cases, antecedent interventions alone may not be sufficient for achieving high levels of compliance with transitions among activities or completion of complex behavioral chains without the occurrence of problem behavior.…”

Section: Discussionmentioning

confidence: 99%

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Wearable activity schedules to promote independence in young children

Jimenez‐Gomez

Haggerty

Topçuoǧlu

2020

J of App Behav Analysis

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Activity schedules consist of a series of visual discriminative stimuli, arranged in booklets or binders, which function as prompts for appropriate behavior. Although activity schedules are useful, their typical presentation in binders can be cumbersome and stigmatizing, placing additional barriers for independence and inclusion. The purpose of the present studies was to evaluate the usefulness of a wearable activity schedule and determine whether prompts provided by it would be sufficient to support completion of a complex chain of behaviors by young children. In Experiment 1, the Octopus watch® provided prompts to children of typical development to complete a morning routine independently. In Experiment 2, the usefulness of the watch was evaluated in children with autism spectrum disorder engaged in play activities in a clinical setting. In both experiments, children reliably displayed a greater proportion of independent engagement in target behaviors when prompts were delivered by the watch compared to control conditions.

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Section: Resultsmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Wearable activity schedules to promote independence in young children

Jimenez‐Gomez

Haggerty

Topçuoǧlu

2020

J of App Behav Analysis

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“…However, this does not work the same way for children with autism. One possible explanation is that individuals with autism tend to prefer routine and sameness and do not like changes ( Sevin et al, 2015 ). In this regard, this core feature of autistic disorder responds to the question of why children on the autism spectrum were attached to familiar activities.…”

Section: Discussionmentioning

confidence: 99%

A Long-Term Engagement with a Social Robot for Autism Therapy

2021

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Social robots are increasingly being used as a mediator between a therapist and a child in autism therapy studies. In this context, most behavioural interventions are typically short-term in nature. This paper describes a long-term study that was conducted with 11 children diagnosed with either Autism Spectrum Disorder (ASD) or ASD in co-occurrence with Attention Deficit Hyperactivity Disorder (ADHD). It uses a quantitative analysis based on behavioural measures, including engagement, valence, and eye gaze duration. Each child interacted with a robot on several occasions in which each therapy session was customized to a child’s reaction to robot behaviours. This paper presents a set of robot behaviours that were implemented with the goal to offer a variety of activities to be suitable for diverse forms of autism. Therefore, each child experienced an individualized robot-assisted therapy that was tailored according to the therapist’s knowledge and judgement. The statistical analyses showed that the proposed therapy managed to sustain children’s engagement. In addition, sessions containing familiar activities kept children more engaged compared to those sessions containing unfamiliar activities. The results of the interviews with parents and therapists are discussed in terms of therapy recommendations. The paper concludes with some reflections on the current study as well as suggestions for future studies.

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“…Firstly, in regard to human factors, it has been widely reported that people with ASD have a range of sensory (2,35), motor (36), and cognitive challenges (37,38), as well as strong negative reactions to transitions (39). More specifically, ASD is often accompanied by atypical reactivity to sensory inputs such as touch, sound, temperature, and sight (2).…”

Section: A B Cmentioning

confidence: 99%

Safety and Lack of Negative Effects of Wearable Augmented-Reality Social Communication Aid for Children and Adults with Autism

Sahin¹,

Keshav²,

Salisbury³

et al. 2017

Preprint

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There is growing interest in the use of augmented reality (AR) to assist children and adults with autism spectrum disorders (ASD); however, little investigation has been conducted into the safety of devices for AR such as smartglasses. The objective of this report was to assess the safety and negative effects of the Brain Power Autism System (BPAS), a novel AR smartglasses-based social communication aid for people with ASD. A sequential series of 18 children and adults aged 4.4 to 21.5 years (mean 12.2 years) with clinically diagnosed ASD of varying severity used the BPAS. Users and caregivers were interviewed about perceived negative effects and design concerns. Most users were able to wear and use the BPAS (n=16/18, 89%), with most of them reporting no negative effects (n=14/16, 87.5%). Two users reported temporary negative effects: eye strain, dizziness, and nasal discomfort. Caregivers observed no negative effects in users (n=16/16, 100%). Most users (77.8%) and caregivers (88.9%) had no design concerns. This report found no major negative effects in using an AR smartglasses-based social communication aid across a wide age and severity range of people with ASD. Further research is needed to explore longer-term effects of using AR smartglasses in this population.

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A Review of Behavioral Strategies and Support Considerations for Assisting Persons with Difficulties Transitioning from Activity to Activity

Cited by 17 publications

References 79 publications

Wearable activity schedules to promote independence in young children

Wearable activity schedules to promote independence in young children

A Long-Term Engagement with a Social Robot for Autism Therapy

Safety and Lack of Negative Effects of Wearable Augmented-Reality Social Communication Aid for Children and Adults with Autism

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