Teaching on-Topic Conversational Responses to Students with Autism Spectrum Disorders Using an iPad App

Sng, Cheong Ying; Carter, Mark; Stephenson, Jennifer

doi:10.1080/1034912x.2020.1719045

Cited by 8 publications

(9 citation statements)

References 46 publications

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“…More importantly, the increase of the use of different technologies as instructional tools have turned them into practical approaches to teach social and emotional skills to children diagnosed with ASD (Neely et al, 2013; Sng et al, 2020; Tanaka et al, 2010). Studies from advocacy organizations, research centers and universities have found that learning technologies can improve social interactions for the children and enable adults to learn more about them (Dawson et al, 2010; Strain & Bovey, 2011).…”

Section: Use Of Tablet Devices In the Classroommentioning

confidence: 99%

“…Besides, tablet devices are more and more affordable, flexible, and a socially acceptable tool with features that have the potential to motivate learners with ASD to learn and to enhance their communication performance (Lorah et al, 2013; Mize et al, 2020). Existing studies have found positive outcomes on tasks including checking spelling (Kagohara et al, 2012); learning graphic symbols for enhancing participation (Hetzroni & Israel, 2019); and teaching functional skills (Goo et al, 2019), numeracy skills (Jowett et al, 2012), on-topic conversational responses (Sng et al, 2020) and oral reading fluency (Mize et al, 2020). Another example is Muharib et al’s (2019) study using GoTalk NowTM application for iPads with ASD learners with a history of challenging behavior.…”

Section: Use Of Tablet Devices In the Classroommentioning

confidence: 99%

“…Despite the enormous difficulty and complexity involved in creating interventions and programs, there is no treatment protocol for all children with autism. However, teaching individuals with autism how to form relationships and understand the feelings of others is important (Sng et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

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Tablet Devices in the Classroom: Their Instructional Role with Children on the Autism Spectrum

Correia

Halabi²

2021

Journal of Educational Technology Systems

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Understanding the instructional role of tablet devices while teaching a group of learners diagnosed with autism was the purpose of this research study. Five children diagnosed with autism participated in activities involving traditional paper and pencil and tablet devices. Observations and interviews with learners and one teacher were conducted. The case study provided an understanding of the motivational impact tablet devices potentially have on learners on the autism spectrum concerning engagement and participation in learning activities. The study also revealed that technology in general and tablet devices, in particular, are used in the classroom as reward mechanisms and entertaining strategies to seize and retain the learners’ attention to achieve instructional goals.

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Section: Use Of Tablet Devices In the Classroommentioning

confidence: 99%

Section: Use Of Tablet Devices In the Classroommentioning

confidence: 99%

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Tablet Devices in the Classroom: Their Instructional Role with Children on the Autism Spectrum

Correia

Halabi²

2021

Journal of Educational Technology Systems

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“…A review of the literature shows that the results obtained from the education of children with autism with new technologies are positive. Compared to traditional teaching methods, new technologies can visualize information in a way that is safe for children with autism, as it has consistent behavior without emotional transitions (Sng, Carter & Stephenson, 2020).…”

Section: Introductionmentioning

confidence: 99%

Technical elements of social assistance robots that enhance the therapeutic or supportive effectiveness of the cooperative and communicative behavior of children with autism

Thanopoulou¹

2022

EDMETIC

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Research in recent years shows that the use of robotics can be an important tool in enhancing the cooperation and social interaction of children with autism. According to the literature review, the use of social assistance robots as an aid can bring significant benefits to the development of social skills in children with autism in areas that show underlying deficits. In the present research we will investigate the attitudes of teachers about the basic technical elements of social assistance robots that affect and function therapeutically in enhancing the collaborative and communicative behavior of children with autism. The analysis of the data concerns the effect of robotic tools on enhancing the cooperation and communication skills of children with autism in areas such as, verbal ability, eye contact, reduction of stereotypical behavior of children, imitation.

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“…of the study by C. Y. Sng et al[58] was to investigate if an application administered on an iPad could educate students to describe 'on-topic' reactions. Three boys diagnosed with autism disorder, aged between 8 and 10 years participated in this study.…”

mentioning

confidence: 99%

Technological Evolvement in AAC Modalities to Foster Communications of Verbally Challenged ASD Children: A Systematic Review

et al. 2024

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Augmentative and Alternative Communication (AAC) emerged as a combination of methods or strategies that constitute any device, such as Speech Generating Device (SGD), Program (mobile applications), Procedure (PECS, Picture Exchange Communication System), which enhances individual's communication ability. Autism Spectrum Disorder (ASD) is a spectrum of comprehensive neurodevelopment disorder that leads to speech impairments, repetitive behavior, and social communication difficulties; therefore, it is imperative to underscore that at the core of all impediments are communication impairment. This article represents a systematic review of research initiatives that investigate multi-modal AAC strategies and functionality, features of mobile applications to reinforce communication and communal skills in verbally challenged ASD children because other researches are focused only on low or high-tech AAC or interventions to provide insights on ASD children respond to a particular approach. Following the PRISMA method, a total of 60 (January 2015 to October 2020) research articles were reviewed, indexed by Springer, Science Direct, Scopus, ACM, IEEE databases, and published in the AAC journal. The selected research articles are categorized into different themes where most of them focused on interactive mobile applications to improve emotional, social, learning, and overall communication skills in verbally challenged ASD children. This systematic review provides an outline of the paradigm shift in AAC modalities from PECS to Artificial Intelligence (AI), Machine Learning (ML), and Augmented Reality (AR) based applications. It opens up underline future opportunities to integrate intelligent analytics features in mobile applications to strengthen communication skills in verbally undermined ASD children. INDEX TERMSAugmentative and Alternative Communication(AAC), Autism Spectrum Disorder(ASD), Mobile Applications, Machine Learning (ML), Artificial Intelligence(AI), Augmented Reality(AR).

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Teaching on-Topic Conversational Responses to Students with Autism Spectrum Disorders Using an iPad App

Cited by 8 publications

References 46 publications

Tablet Devices in the Classroom: Their Instructional Role with Children on the Autism Spectrum

Tablet Devices in the Classroom: Their Instructional Role with Children on the Autism Spectrum

Technical elements of social assistance robots that enhance the therapeutic or supportive effectiveness of the cooperative and communicative behavior of children with autism

Technological Evolvement in AAC Modalities to Foster Communications of Verbally Challenged ASD Children: A Systematic Review

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