Difficulties in everyday life: Young persons with attention-deficit/hyperactivity disorder and autism spectrum disorders perspectives. A chat-log analysis

“…It has been reported that although well-meaning, parents of young adults with ASD may inadvertently restrict the lives of their children and also be perceived as being too controlling [28]. Further, some supports offered by universities can act more as barriers than facilitators to university engagement for students with ASD [27].…”

Section: Discussionmentioning

confidence: 99%

A specialist peer mentoring program for university students on the autism spectrum: A pilot study

Siew¹,

Mazzucchelli²,

Rooney³

et al. 2017

PLoS ONE

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IntroductionThe provision of peer mentoring may improve tertiary education outcomes of students with autism spectrum disorder (ASD). This study evaluated the pilot year of the Curtin Specialist Mentoring Program (CSMP), a specialised peer mentoring program for university students with ASD aimed at improving self-reported well-being, academic success and retention in university studies.MethodsA single group pre-test, post-test design was employed. Quantitative and qualitative evaluations were undertaken with 10 young adults with ASD to explore the effectiveness and acceptability of the CSMP program. Students completed a battery of questionnaires focused on general anxiety, state communication apprehension, perceived communication competence, and communication apprehension both prior to, and five months after commencing enrolment in the CSMP. Information regarding academic success and retention was also obtained. Interviews with participants provided further insight into their experience of the program.ResultsStudents enrolled in the CSMP showed significant improvement in social support and general communication apprehension assessment scores. Interviews revealed key features of the CSMP that may have contributed to these positive outcomes.ConclusionsThe current study provides preliminary evidence that a specialised peer mentoring program can improve the well-being of students with ASD, and highlights the importance of interventions which are individualised, flexible, based on a social model, and target environmental factors such as social support.

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“…Although devices have been developed to improve health in children [19], no specific devices have yet been made in Smart-Homes that help children, with or without ADHD, in carrying out their daily activities through IoT approaches, just like [17] raised in its review.…”

Section: B Smart-homementioning

confidence: 99%

Smart-Home Environment to Support Homework Activities for Children

et al. 2020

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The Central Nervous System of humans continuously evolves when children engage in new activities. These activities are progressing from learning to eat as a baby over playing during childhood up to homework in all its dimensions. These activities, which are meaningful and relevant to everyone, constitute what occupational therapists call "occupations". The successful execution of these occupations makes the development of new roles as well as the construction of a correct state of health possible. Due to these reasons, occupational performance is a fundamental part of development throughout childhood. Homework is complex and extends beyond the school context to the home. For many children, the performance of these homework items is a difficult challenge or even impossible to overcome without the help of an adult. This article presents the design, implementation, and functional validation of an intelligent home environment that uses homework activities as a support tool for children with or without attention disabilities. In this project, the Internet of Things (IoT) paradigm is combined with the development of robotic assistance to implement an intelligent home environment. In this environment, we have included intelligent things (where the usual study chairs and desks become smart objects) that determine in real-time the child's behavior during the development of homework and a robotic assistant which interacts with the children providing the necessary accompaniment (supervision and guidelines) just as a therapist would do. This development has been functionally validated by tests on several school-aged children without pathologies. In a later phase of the study, the proposal will be validated with children with different pathologies with an impact on learning, including Attention Disorder Hyperactivity Disorder (ADHD). The goal is the generation of intelligent places for therapeutic purposes within the home as assistance for children having difficulties to work with their homework assignment due to ADHD.

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Difficulties in everyday life: Young persons with attention-deficit/hyperactivity disorder and autism spectrum disorders perspectives. A chat-log analysis

Cited by 20 publications

References 37 publications

Social Decision Making in Autistic Adolescents: The Role of Theory of Mind, Executive Functioning and Emotion Regulation

Social Decision Making in Autistic Adolescents: The Role of Theory of Mind, Executive Functioning and Emotion Regulation

A specialist peer mentoring program for university students on the autism spectrum: A pilot study

Smart-Home Environment to Support Homework Activities for Children

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