Computer‐mediated intervention to foster prosocial ability among children with autism

Abstract

The study refers to the social aspect of Autism Spectrum Disorder (ASD) and focuses on pro-social behaviour that has a positive effect on social adaptability. The first goal of the study was to determine whether there is a gap in prosocial-behaviour between children with High-Functioning ASD (HFASD) and children with typical-development; and secondly, to foster prosocial-behaviour with a computer-mediated intervention versus a non-computer-mediated intervention. The study comprises 58 preschool children, divided into three groups: HFASD experiencing a computer-mediated intervention, HFASD experiencing a non-computer-mediated intervention, and typicallydeveloping children with no intervention. The 2-month intervention was based on the Cognitive Behavioural Therapy model, and pairs of children learned how to solve social-problems. Following preliminary screening tests (PPVT; SCQ), observations designed to evaluate prosocial-ability and Vineland questionnaires measuring prosocial-behaviour were conducted pre-and post-intervention. Pre-intervention findings indicated that children with typical-development exhibited higher prosocialbehaviour than children with HFASD. This changed however, post-intervention, as the gap between the two groups decreased. Additionally, the study found that the computer-mediated intervention group improved in some prosocial measures compared to the non-computer-mediated intervention.

Digital technologies to support young children with special needs in early childhood education and care

“…Of the final 52 articles, over half (n = 28) focused on children with autism spectrum disorder (ASD) (Bourque and Goldstein, 2020 [23]; Cao et al, 2019[24]; Cardon, Wangsgard and Dobson, 2019 [25]; Chapin et al, 2021[26]; Coogle et al, 2021[27]; Dalgin-Eyiip and Ulke-Kurkcuoglu, 2021 [28]; Desideri et al, 2017[29]; Dueñas, Plavnick and Goldstein, 2021 [30]; Eden and Oren, 2021 [31]; Fuglerud and Solheim, 2018 [32]) (Gevarter, Horan and Sigafoos, 2020 [33]; Grygas Coogle, Floyd and Rahn, 2018 [34]; Kemp et al, 2019[35]; Kouo, 2019[36]; Kossyvaki and Curran, 2020 [37]; Lim, Ellis and Sonnenschein, 2022 [38]; Lorah and Parnell, 2017 [39]; Lorah, Miller and Griffen, 2021 [40]; Meeks, 2017 [41]; Muharib et al, 2019[42]) (O'Brien, Mc Tiernan and Holloway, 2018 [43]; Pokorski et al, 2019[44]; Syrdal et al, 2020[45]; Thiemann-Bourque, McGuff and Goldstein, 2017 [46]; Thompson and Johnston, 2017[47]; Tunc-Paftali and Tekin-Iftar, 2021 [48]; Yong et al, 2021[49]), with a heavy focus on communication, social competence and behaviour/engagement. The prominence of AT research in young children with ASD is reflective of the capacity of technology to lend itself to support communication needs for these children through the use of video modelling, speech-generating devices, and using humanoid robots as social mediators, and the prevalence of diagnosis compared to other education-specific learning disorders that are undetectable during the pre-school years (for example, dyslexia, dyscalculia), meaning that effective early intervention for children with ASD is possible.…”

“…Bourque and Goldstein (2020 [23]); Kemp et al (2019[35])). Dueñas, Plavnick and Goldstein (2021 [30]) reported on video exemplars used to create playsets for children with ASD to model social initiations. Central to these opportunities to explore communication was feedback.…”

“…Bourque and Goldstein (2020 [23]) looked to AT to support mainstream peers to communicate with children with ASD. Video provided ways to model behaviours and present content to research participants (Cardon, Wangsgard and Dobson, 2019[25]; Chapin et al, 2021[26]; Dalgin-Eyiip and Ulke-Kurkcuoglu, 2021 [28]; Dueñas, Plavnick and Goldstein, 2021 [30]; Green et al, 2017[61]; Thompson and Johnston, 2017[47]). Green et al, (2017[61]) reported that the use of individualised videos provided models of target behaviour to support positive interactions with peers.…”

A Metacognitive Technological Intervention for Promoting Eye Contact Among Children With ASD: Preliminary Research Evidence

“…Engagement with technology by many people with ASD seems natural because computerized environments are set, consistent, and predictable, and they enable thinking and learning visually, following set rules and repetition (Davis et al., 2010; Eden & Oren, 2021; Valencia et al., 2019). Recent studies have tested the ability of assistive technology to promote eye contact among children and adolescents with ASD (at varying levels of functioning).…”

Children on the Autism Spectrum and the Use of Virtual Reality for Supporting Social Skills

“…Studies have shown that traditional educational interventions for individuals with ASD can be expensive, inaccessible and inefficient as a result of limited resources and a faint motivational index [ 13 , 14 ]. In recent years, virtual reality (VR)-based interventions demonstrated potential because of their low cost, a high motivational index for individuals with ASD, and their relatively vast access [ 15 , 16 , 17 , 18 , 19 ]. The majority of children with ASD show familiarity with information technology, leading them to have a higher level of involvement and a reduction in problem behaviors in virtual interactions [ 13 , 20 ].…”