Customization Support in Computer-Based Technologies for Autism: A Systematic Mapping Study

Lopez-Herrejon, Roberto E.; Poddar, Oishi; Herrera, G.; Sevilla, Javier

doi:10.1080/10447318.2020.1731673

Cited by 13 publications

(6 citation statements)

References 64 publications

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“…Stakeholder feedback indicated the importance of customized support to address sensory-diversity, problemsolving, and routine-change-related challenges. These recommendations align with past intervention studies addressing autistic AYA's goals (e.g., Lee et al, 2021;Lopez-Herrejon et al, 2020). Like the original program, the modified SPAN-ASD will address these challenges, tailoring the intervention to each participant's needs, abilities, and supports.…”

Section: Intervention Goalsmentioning

confidence: 71%

Social Participation and Navigation: Formative Evaluation of a Remote Intervention for Autistic Adolescents and Young Adults

Lamash

Gal

Bedell

2023

OTJR: Occupational Therapy Journal of Research

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Remote interventions can uniquely benefit and significantly increase the motivation/engagement of autistic adolescents and young adults (AYA) in intervention processes. The evidence-based, technology-based Social Participation and Navigation (SPAN), originally a remote intervention for AYA with traumatic brain injuries, shows great promise for autistic AYA. This formative evaluation aimed to inform SPAN adaptations for autistic AYA. Fifteen researcher and clinician stakeholders provided feedback and modification recommendations via a semistructured interview. Stakeholders described potential participants who might benefit, intervention goals, intervention delivery procedures, and additional program-content and technology suggestions, including original components to preserve or adjust. Findings provided a basis for developing a new SPAN-ASD website and intervention manual. The next steps include assessing website usability and feasibility and a pilot implementation study of SPAN-ASD with autistic AYA.

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Section: Intervention Goalsmentioning

confidence: 71%

Social Participation and Navigation: Formative Evaluation of a Remote Intervention for Autistic Adolescents and Young Adults

Lamash

Gal

Bedell

2023

OTJR: Occupational Therapy Journal of Research

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“…Their parents also report that technology, including smartphones and tablets, plays a key role in addressing these behavioral challenges [27,28]. MAR applications make the treating process more interesting [29][30][31][32][33] and affect the academic achievement of children with ASD in a positive way [34][35][36][37][38][39][40].…”

Section: Introductionmentioning

confidence: 99%

Mobile Augmented Reality Technologies for Autism Spectrum Disorder Interventions: A Systematic Literature Review

Lian

Sunar

2021

Applied Sciences

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Over the past decade, enhanced computing capabilities and mobile technologies have begotten the upsurge of innovative mobile health (mHealth) solutions, and many research efforts have occurred recently in the area of technology-based interventions (TBI) for autism spectrum disorders (ASD). Mobile augmented reality (MAR) refers to AR systems that use the handheld mobile device medium (mobile phones, tablets or smart glasses). This article reports the results of a systematic review undertaken on the use of MAR for ASD-related skills learning from the year 2010. It aims to provide an insight into the current state of research on MAR interventions and to provide guidance to relevant designers and researchers. We searched seven databases and retrieved 625 articles initially. After exclusion and screening, 36 articles were reviewed reporting on using MAR to improve various skills of children and adolescents with ASD, and 10 research questions related to PICO (P: Population, I: Intervention, C: Comparison, O: Outcomes) were addressed. This study identifies challenges that still exist in the research efforts towards the development of applications exploiting the MAR for ASD interventions: technology issues, research design consideration, subjective assessment etc. The studies examined suggest researchers should focus on users and improve the quality of the MAR app. In addition, more effective research methods and evaluation methods could be involved in future studies to facilitate the development of MAR intervention applications.

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“…The features of the BEHAVE application overcame some of the known limitations of the use of computation technologies in ABA. Many technologies do not permit monitoring the child’s activities at home and are not fully customizable, forcing users to use activities or stimuli that are already in the system ( Trevisan et al, 2019 ; Lopez-Herrejon et al, 2020 ). The possibility of remote monitoring may constitute added value at a time when the COVID-19 pandemic has limited face-to-face meetings, including concerning activities for the management of neurodevelopmental disorders.…”

Section: Discussionmentioning

confidence: 99%

The BEHAVE application as a tool to monitor inclusive interventions for subjects with neurodevelopmental disorders

et al. 2023

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In the last few years, many educational and therapeutic interventions for young people with neurodevelopmental disorders are based on systematic monitoring of the outcomes. These interventions are typically conducted using single-case experimental designs, (SCEDs) a set of methods aimed at testing the effect of an intervention on a single subject or a small number of subjects. In SCEDs, an effective process of decision-making needs accurate, precise, and reliable data but also that caregivers and health professionals can gather information with minimal effort. The use of Information Communication Technologies in SCEDs can support the process of data collection and analysis, facilitating the collection of accurate and reliable data, providing reports accessible also by non-experts, and promoting interactions and sharing among clinicians, educators, and caregivers. The present paper introduces the BEHAVE application, a web-based highly customizable application, designed to implement SCEDs, supporting both data collection and automatic analysis of the datasets. Moreover, the paper will describe two case studies of kindergarten children with neurodevelopmental disorders, highlighting how the BEHAVE application supported the entire process, from data collection in multiple contexts to decision-making based on the analysis provided by the system. In particular, the paper describes the case studies of Carlo and Dario, two children with severe language and communication impairments, and the inclusive education interventions carried out to maximize their participation in a typical home and school setting increasing their mand repertoire. Results revealed an increase in the mand repertoire in both children who become able to generalize the outcomes to multiple life contexts. The active participation of the caregivers played a crucial role in the ability of children to use the learned skills in settings different from the ones they were learned in.

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Customization Support in Computer-Based Technologies for Autism: A Systematic Mapping Study

Cited by 13 publications

References 64 publications

Social Participation and Navigation: Formative Evaluation of a Remote Intervention for Autistic Adolescents and Young Adults

Social Participation and Navigation: Formative Evaluation of a Remote Intervention for Autistic Adolescents and Young Adults

Mobile Augmented Reality Technologies for Autism Spectrum Disorder Interventions: A Systematic Literature Review

The BEHAVE application as a tool to monitor inclusive interventions for subjects with neurodevelopmental disorders

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