Mosoco

Escobedo, Lizbeth; Nguyen, David H.; Boyd, LouAnne; Hirano, Sen H.; Rangel, Alejandro; Garcia-Rosas, Daniel; Tentori, Mónica; Hayes, Gillian R.

doi:10.1145/2207676.2208649

Cited by 169 publications

(47 citation statements)

References 25 publications

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“…The results of the study demonstrate that MOSOCO facilitates practicing and learning social skills, increases both quantity and quality of social interactions, reduces social and behavioural mistakes, and enables the integration of children with autism in social groups of neurotypical children [8].…”

Section: Mobile Tools For Interventionmentioning

confidence: 85%

“…Lizbeth Escobedo et al (2012) study the Mobile Social Compass titled "MOSOCO", a mobile assisting application that uses augmented reality and the visual supports of a validated curriculum, the Social Compass, to help children with autism practise social skills in real-life situations. They present the results of a seven-week deployment study of MOSOCO in a public school in Southern California with both autistic students and neurotypical (NT) students.…”

Section: Mobile Tools For Interventionmentioning

confidence: 99%

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Mobile Technology for Students & Adults with Autistic Spectrum Disorders (ASD)

Vlachou

Drigas

2017

Int. J. Interact. Mob. Technol.

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Abstract-This study evaluates the use and efficacy of mobile technology so as to provide assessment and treatment intervention to children and adults with Autistic Spectrum Disorders (ASD). Learning and behavioural data for assessment can be captured and interpreted through mobile technology, but the complexity of this data in special education can sometimes discourage staff from using it. Mobile technology intervention, in conjunction with ad hoc applications for ASD individuals, can contribute to the individuals' needs to a great extent. Needless to say, speech generating devices (SGDs) are very supportive tools for autistic people who mostly suffer from limited speech, especially devices which are portable. The use of mobile technology to enhance academic skills, among others, is being investigated. Although this technology is new, the autistic community has expressed its enthusiasm about it. If all parties involved, such as educators, caregivers, sufferers and families participated in the design and implementation of the appropriate apps, this could best suit ASD individuals' needs and would provide them with a better quality of life.

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Section: Mobile Tools For Interventionmentioning

confidence: 85%

Section: Mobile Tools For Interventionmentioning

confidence: 99%

Mobile Technology for Students & Adults with Autistic Spectrum Disorders (ASD)

Vlachou

Drigas

2017

Int. J. Interact. Mob. Technol.

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“…Although only limited work exists in HCI around supporting such processes for social and emotional learning specifically, the growing focus in HCI on supporting reminiscence and reflection in other contexts suggests ways in which technology could support learners in collecting traces of aspects of their experiences to ground later reflection, for example, [Fleck and Fitzpatrick 2009], [Isaacs et al 2013], [Marcu et al 2012], [Sanches et al 2010], and[McDuff et al 2012]. SEL sessions in current curricula already include discussions around SEL-related issues that students experienced in the meantime 10 and such collected data could be incorporated to ground the discussion and learning.…”

Section: Embedding Of Learnt Skills Into Other Settingsmentioning

confidence: 99%

“…Work along these lines is likely to also contribute to the existing debate within HCI as to where should such sensemaking happen and by whom ]. This continuum can range from leaving the sense-making entirely to the user and/or the facilitator, possibly cued with nonprocessed sensor data (e.g., as per SenseCam systems [Fleck and Fitzpatrick 2009]), to providing full interpretation by the system (e.g., as in arousal detection for people with autism [Picard 2009]). In particular, even if some aspects cannot be reliably and fully interpreted by technology, it might still be possible and in many cases actually preferable (cf.…”

Section: Sel To Guide Hci Focus and Agenda Around Social And Emotionamentioning

confidence: 99%

Teaching and Developing Social and Emotional Skills with Technology

Slovák

Fitzpatrick

2015

ACM Trans. Comput.-Hum. Interact.

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Supporting social interactions is a long-term focus for Human Computer Interaction (HCI) and Computer Supported Cooperative Work (CSCW). However, understanding how social and emotional skills are learned, and how this process can be supported by technology, is an important but underresearched area in HCI so far. To address this gap, we review existing approaches to social and emotions skills learning (SEL) in other fields, with a specific focus on SEL in education, in which a large number of evidence-based programs is widely deployed. In doing so, the primary aim of this article is to provide a foundation and set an agenda for future research on the design of technology that would support, and help teach, social and emotional skills. We identify the key challenges to successful learning shared by SEL programs in education-such as embedding skills learned in class also into everyday situations, promoting reflection, and providing additional opportunities for practice-and outline how these could be addressed by digital technology. Overall, our key argument is that much existing HCI work could be used in support of social and emotional skills learning in education, and possibly other domains, but that the topic has not been explored so far. We also highlight how the focus on supporting SEL would bring novel opportunities and challenges for HCI, as well as provide a basis for a strong HCI research agenda in this space. ACM Reference Format:Petr Slovák and Geraldine Fitzpatrick. 2015. Teaching and developing social and emotional skills with technology. ACM Trans. Comput.-Hum.

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“…Mobile social compass (MOSOCO) is an Existing system which has made an attempt to use various usual representation methods so that recognition becomes easier for the child [5].…”

Section: Mosoco [5]mentioning

confidence: 99%

Autism Tutor An E-Parenting Tool

Pirani¹,

Khan²,

Khorjuwekar³

et al. 2015

IJCA

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Autism Tutor-"An eParenting Tool" is an application designed for android phones. The major aim of the application is to support the children suffering from Autism Spectrum Disorder(ASD).The android application also focuses on helping the parents and caretakers to deal with the problems that they while upbringing their autistic child. Through our application we try to provide knowledge to the caretakers and the parents about the stereotypical behavior of the child suffering from the disorder. We also make a point to tackle with the situations. The application will also take efforts to make sure that the autistic child is well groomed in the fields of communication and learning skills. The application makes use of audio video teaching tools with other advanced educational software's.

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Mosoco

Cited by 169 publications

References 25 publications

Mobile Technology for Students & Adults with Autistic Spectrum Disorders (ASD)

Mobile Technology for Students & Adults with Autistic Spectrum Disorders (ASD)

Teaching and Developing Social and Emotional Skills with Technology

Autism Tutor An E-Parenting Tool

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