AI-Augmented Behavior Analysis for Children With Developmental Disabilities: Building Toward Precision Treatment

Ghafghazi, Shadi; Carnett, Amarie; Neely, Leslie; Das, Arun; Rad, Paul

doi:10.1109/msmc.2021.3086989

Cited by 11 publications

(7 citation statements)

References 45 publications

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“…Addressing emotional and social challenges is another area where AI-based therapies prove valuable for individuals with intellectual disabilities. By employing facial recognition technology, AI systems can identify and interpret emotions, aiding individuals with ID in understanding and expressing their own feelings (Ghafghazi et al, 2021). Moreover, this technology enhances their ability to recognize emotions in others.…”

Section: Ai-based Therapiesmentioning

confidence: 99%

Intellectual Disability and Technology: An Artificial Intelligence Perspective and Framework

Almufareh,

Tehsin,

Humayun

et al. 2023

Journal of Disability Research

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Intellectual disability (ID) poses formidable challenges to individuals in acquiring knowledge and performing daily activities. This condition often stems from a variety of factors, such as congenital birth defects, genetic conditions, or acquired injuries, profoundly impacting crucial aspects like speech, mobility, social understanding, and adaptive skills. To address these challenges effectively, early intervention and specialized education play pivotal roles in providing children with intellectual disabilities the necessary support for their development. In this context, Artificial intelligence (AI) emerges as a highly promising tool capable of facilitating effective communication for individuals with intellectual disabilities. AI technology offers personalized communication support, aids in early diagnosis, and provides configurable therapies tailored to the needs of those with intellectual disabilities. Moreover, AI’s contributions extend to enhancing the overall well-being of these individuals, empowering them to achieve greater independence and improved quality of life. Various treatment and support services, such as early intervention programs, special education, and vocational programs, play vital roles in fostering the growth and fulfillment of those with intellectual disabilities, enabling them to thrive in the society. The integration of AI technologies holds tremendous potential to further augment the lives of individuals with disabilities. AI-based applications, including real-time captioning, sign language translation, robotic assistance, virtual reality, and brain–computer interfaces, are transformative tools that promote inclusivity and independence for individuals with intellectual disabilities, paving the way toward a more accessible and empowering future.

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Section: Ai-based Therapiesmentioning

confidence: 99%

Intellectual Disability and Technology: An Artificial Intelligence Perspective and Framework

Almufareh,

Tehsin,

Humayun

et al. 2023

Journal of Disability Research

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“…Revisión de literatura/protot ipo (10) (Azevedo et al, 2017), (Crepaldi et al, 2017), ), (Dontre, 2021), (Dumulescu et al, 2021), (Ghafghazi et al, 2021), (Hensen et al, 2018), (Isaksson et al, 2017), (Kim et al, 2012), (Makransky y Petersen, 2021), (Shaigetz et al, 2021) Revisión sistemática de literatura (3) (Biddiss et al, 2021), (Khan et al, 2018), (Naur et al, 2017).…”

Section: Enfoques Metodológicos Y Herramientas Utilizadas Para La Inv...unclassified

“…Dentro del enfoque cualitativo destacan diez estudios de revisión de literatura y uso de prototipos. Los prototipos fueron usados en educación, salud y STEAM (Azevedo et al, 2017), otros basados en inteligencia artificial (Ghafghazi et al, 2021), tecnología de inmersión, RV en tiempo real (Kim et al, 2012), RA y juegos serios (Isaksson et al, 2017), el aumento de la motivación (Hensen et al 2018) y el aprendizaje autorregulado (Dumulescu et al, 2021). Además, este tipo de tecnología se han considerado como herramientas complementarias en la intervención de terapias motoras (Biddiss et al, 2021), entrenamiento en el área de endoscopia (Khan et al 2018), actividades con niños autistas en la construcción de avatares (Ringland et al, 2016), evaluación neuropsicológica (Makransky y Petersen, 2021), de manejo autónomo, integración multisensorial (Shaigetz et al, 2021), y conductas impulsivas en niños con TDAH (Crepaldi et al, 2017) Finalmente, cinco estudios utilizan un enfoque mixto utilizando escenarios de aprendizaje basados en RA/RV y aprendizaje ubicuo (Thinggaard et al, 2017), manipulación de objetos digitales en teléfonos móviles y tabletas (Klautke et al 2018).…”

Section: Enfoques Metodológicos Y Herramientas Utilizadas Para La Inv...unclassified

“…En el área de informática 10 estudios se enfocan al desarrollo de software, 14 estudios relacionados a Ciencias Sociales y Humanas -educación enfocados en áreas como investigación educativa, psicología multidisciplinar instrumentación y aplicaciones interdisciplinares, entre ellos temáticas como: el uso de tecnologías digitales, aprendizaje autorregulado, entrenamiento con simuladores, realidad virtual y aumentada, diseño educativo basado en juegos y autorregulación de personas adultas, 2 artículos relacionados a ciencias naturales, diseño paisajista y Salud ( 22) (Al-Hatem et al, 2018), (Anderson-Hanley et al, 2014), (Andersen et al, 2017), (Andersen, Mikkelsen, et al, 2020), (Andersen, Frendø, et al, 2020), (Biddiss et al, 2021), (Bube et al, 2020), (Cook et al, 2019), (Encarnação et al, 2014), (Frendø et al, 2019), (Frendø et al, 2020), (Hensen et al, 2018), (Jiang et al, 2015), (Khan et al, 2018), (Kim et al, 2012), (Naur et al, 2017), (Obrero-Gaitán et al, 2021), (Olivieri et al, 2015), ( (Pinchuk et al, 2020), (Quqandi et al, 2018), (Ringland et al, 2016), (Thinggaard et al, 2017). Informática (10) (Dumulescu et al, 2021), (Ghafghazi et al, 2021), (Groba et al, 2014), (Isaksson et al, 2017), (Madera y Figueroa, 2019), (Makransky y Petersen, 2021), (Mutiara et al, 2014), (Pellas, 2014), (Perera et al, 2012), (Shaigetz et al, 2021).…”

Section: áReas De Conocimiento Utilizan La Rv/ra Más Autorregulaciónunclassified

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Immersive technologies in self-regulated learning: Systematic review of scientific literature

Luna,

Ortíz Colón,

Rodríguez Moreno

2023

DER

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This study presents a systematic review of scientific articles with the aim of analyzing the effect of VR/AR on self-regulated learning. For article selection, five databases were used: JSTOR, ERIC, IEEE, Scopus, and Web of Science from the last 10 years, and the PRISMA protocol was applied. The results reveal the optimal role of immersive technology in self-regulated learning processes at the level it is applied. From 2012 to 2021, the frequency of publications has increased, especially in fields of knowledge such as medicine, computer science, and education in third place. The common theme in these areas lies in the academic aspect, particularly in fields such as cognitive load, school versus home, student frustration, academic performance, motivation - self-efficacy in self-regulated learning, and procedure transfer. Based on these findings, the article proposes future research directions.

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“…This assistive technology has expanded the potential for personal and professional growth of visually impaired people (Felix et al, 2018;Khan et al, 2020). Assistive technology devices are used to enhance and improve the capabilities of learners with disabilities (Ghafghazi et al, 2021;Trewin et al, 2019). Most visually impaired students learn about their environment through the sense of touch and hearing, unlike the other disabilities (Zhao et al, 2018).…”

Section: Introductionmentioning

confidence: 99%

Leveraging education through artificial intelligence virtual assistance: A case study of visually impaired learners

Mina¹,

Solon²,

Sanchez³

et al. 2023

PEDAGOGICAL RES

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The study aims to explore an in-depth analysis of leveraging education through artificial intelligence (AI) virtual assistance among visually impaired learners. The investigation centers on describing the challenges and struggles encountered by visually impaired learners, highlighting the usage of AI virtual, the adaptability of the visually impaired learners, and the enhancement of the curriculum. This study utilized a qualitative case study research design using Braun and Clarke’s (2008) data analysis method to describe an in-depth dissection of a case study involving five visually impaired learners through semi-structured interviews. Findings revealed four themes: (1) barriers in the learning process, (2) essentiality of AI virtual assistants, (3) achieving competence through technology, and (4) inclusive teaching and learning environment. The findings show that this pandemic has brought challenges to visually impaired learners in education, such as personal struggles, insufficiency of resources, and adapting to new learning modalities. However, AI virtual assistance allowed them to explore their potential and help them achieve academic tasks that are generally difficult due to their visual impairment. Researchers recommend improving the teaching and learning of visually impaired students in secondary schools.

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AI-Augmented Behavior Analysis for Children With Developmental Disabilities: Building Toward Precision Treatment

Cited by 11 publications

References 45 publications

Intellectual Disability and Technology: An Artificial Intelligence Perspective and Framework

Intellectual Disability and Technology: An Artificial Intelligence Perspective and Framework

Immersive technologies in self-regulated learning: Systematic review of scientific literature

Leveraging education through artificial intelligence virtual assistance: A case study of visually impaired learners

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