Technology-Aided Interventions and Instruction for Adolescents with Autism Spectrum Disorder

Odom, Samuel L.; Thompson, Julie L.; Hedges, Susan; Boyd, Brian A.; Dykstra, Jessica; Duda, Michelle A.; Szidon, Kathrine L.; Smith, Leann E.; Bord, Aimee

doi:10.1007/s10803-014-2320-6

Cited by 175 publications

(139 citation statements)

References 76 publications

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“…The high demand for therapeutic autism services combined with recent technological advances have led to a rapid increase in attempts to deliver such interventions through digital modalities (9). Compared to traditional behavioral therapies, evidence for these digital interventions are limited, but there are some research studies to suggest that digital interventions may improve specific skills and behaviors in people with ASD (Table 1).…”

Section: Introductionmentioning

confidence: 99%

Feasibility of an Autism-Focused Augmented Reality Smartglasses System for Social Communication and Behavioral Coaching

Salisbury²,

et al. 2017

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BackgroundAutism spectrum disorder (ASD) is a childhood-onset neurodevelopmental disorder with a rapidly rising prevalence, currently affecting 1 in 68 children, and over 3.5 million people in the United States. Current ASD interventions are primarily based on in-person behavioral therapies that are both costly and difficult to access. These interventions aim to address some of the fundamental deficits that clinically characterize ASD, including deficits in social communication, and the presence of stereotypies, and other autism-related behaviors. Current diagnostic and therapeutic approaches seldom rely on quantitative data measures of symptomatology, severity, or condition trajectory.MethodsGiven the current situation, we report on the Brain Power System (BPS), a digital behavioral aid with quantitative data gathering and reporting features. The BPS includes customized smartglasses, providing targeted personalized coaching experiences through a family of gamified augmented-reality applications utilizing artificial intelligence. These applications provide children and adults with coaching for emotion recognition, face directed gaze, eye contact, and behavioral self-regulation. This preliminary case report, part of a larger set of upcoming research reports, explores the feasibility of the BPS to provide coaching in two boys with clinically diagnosed ASD, aged 8 and 9 years.ResultsThe coaching intervention was found to be well tolerated and rated as being both engaging and fun. Both males could easily use the system, and no technical problems were noted. During the intervention, caregivers reported improved non-verbal communication, eye contact, and social engagement during the intervention. Both boys demonstrated decreased symptoms of ASD, as measured by the aberrant behavior checklist at 24-h post-intervention. Specifically, both cases demonstrated improvements in irritability, lethargy, stereotypy, hyperactivity/non-compliance, and inappropriate speech.ConclusionSmartglasses using augmented reality may have an important future role in helping address the therapeutic needs of children with ASD. Quantitative data gathering from such sensor-rich systems may allow for digital phenotyping and the refinement of social communication constructs of the research domain criteria. This report provides evidence for the feasibility, usability, and tolerability of one such specialized smartglasses system.

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Section: Introductionmentioning

confidence: 99%

Feasibility of an Autism-Focused Augmented Reality Smartglasses System for Social Communication and Behavioral Coaching

Salisbury²,

et al. 2017

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“…Innovative assistive technologies may help to address the unmet educational and therapeutic resource demands of the ASD community [2]. While there are many different types of assistive technology, the portability, capability, and ubiquity of smartphone and tablet devices has led to considerable growth in assistive apps for these devices [3,4].…”

Section: Introductionmentioning

confidence: 99%

Second Version of Google Glass as a Wearable Socio-Affective Aid: Positive School Desirability, High Usability, and Theoretical Framework in a Sample of Children with Autism

Sahin¹,

Keshav²,

Salisbury³

et al. 2018

JMIR Hum Factors

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BackgroundComputerized smartglasses are being developed as an assistive technology for daily activities in children and adults with autism spectrum disorder (ASD). While smartglasses may be able to help with educational and behavioral needs, their usability and acceptability in children with ASD is largely unknown. There have been reports of negative social perceptions surrounding smartglasses use in mainstream populations, a concern given that assistive technologies may already carry their own stigma. Children with ASD may also have a range of additional behavioral, developmental, and social challenges when asked to use this emerging technology in school and home settings.ObjectiveThe usability and acceptability of Glass Enterprise Edition (Glass), the successor to Google Glass smartglasses, were explored in children with ASD and their caregivers.MethodsEight children with ASD and their caregivers were recruited to attend a demonstration session with Glass smartglasses the week they were publicly released. The children had a wide range of ability, including limited speech to speaking, and represented a full range of school ages (6 to 17 years). Children and caregivers were interviewed about their experience of using the smartglasses and whether they would use them at school and home.ResultsAll 8 children succeeded in using Glass and did not feel stressed (8/8, 100%) or experience any overwhelming sensory or emotional issues during the session (8/8, 100%). All 8 children (8/8, 100%) endorsed that they would be willing to wear and use the device in both home and school settings. Caregivers felt the experience was fun for the children (8/8, 100%), and most caregivers felt the experience was better than they had expected (6/8, 75%).ConclusionsA wide age and ability range of children with ASD used Glass immediately after it was released and found it to be usable and acceptable. Despite concerns about potential stigma or social acceptability, all of the children were prepared to use the technology in both home and school settings. Encouragingly, most caregivers noted a very positive response. There were no behavioral, developmental, or social- or stigma-related concerns during or after the session. Smartglasses may be a useful future technology for children with ASD and are readily accepted for use by children with ASD and their caregivers.

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“…Many of these technologies have taken the form of targeted instruction or interventions which address the core deficits associated with autism (Odom et al, 2015;Grynszpan et al, 2014;Fletcher-Watson, 2014). Part of the desire to incorporate digital technologies into autism interventions stems from the seeming affinity that autistic people have with technology.…”

Section: Introductionmentioning

confidence: 99%

Virtual reality and robots for autism: moving beyond the screen

Good

Parsons

Yuill

et al. 2016

JAT

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Purpose -This short paper reports on the fourth seminar in a 7-seminar series entitled, "Innovative Technologies for Autism: Critical Reflections on Digital Bubbles", funded by the UK Economic and Social Research Council (ESRC). The aim of this particular seminar was to consider in more depth the technologies being developed and used in the autism field, and to critically reflect on their relative benefits and potential pitfalls. Design/methodology/approach -Presentations from key researchers and practitioners are reviewed, highlighting contemporary issues in the area of autism and technology. The presentations include descriptions of cutting-edge technologies as well as the role of technology in human-human interaction. Findings -Despite its potential, technology for autism is regarded by many with some caution: technology per se cannot provide solutions to key issues in the field. However, by looking in more depth at the features of new technologies and the interactions that take place with and around them, we can begin to build up a picture of best practice around technology for autism. Originality/value -This paper offers up-to-date insights from leading academics on the benefits and challenges of innovative technologies in the field of autism research and practice. Specifically, it highlights the importance of including a breadth of expertise in the design of such tools, and the need to consider technology as a means to an end, rather than an end in itself.

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Technology-Aided Interventions and Instruction for Adolescents with Autism Spectrum Disorder

Cited by 175 publications

References 76 publications

Feasibility of an Autism-Focused Augmented Reality Smartglasses System for Social Communication and Behavioral Coaching

Feasibility of an Autism-Focused Augmented Reality Smartglasses System for Social Communication and Behavioral Coaching

Second Version of Google Glass as a Wearable Socio-Affective Aid: Positive School Desirability, High Usability, and Theoretical Framework in a Sample of Children with Autism

Virtual reality and robots for autism: moving beyond the screen

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