Toward the Design of Enjoyable Games for Children with Fetal Alcohol Spectrum Disorder

Schneider, Adrian L. Jessup; Keiver, Kathy; Orr, Alison Pritchard; Reynolds, James N.; Golubovich, Neven; Graham, T. C. Nicholas

doi:10.1145/3313831.3376480

Cited by 6 publications

(3 citation statements)

References 39 publications

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“…The personal meaning and emotion tied up in the motivation to achieve the reward evoke hot EF to navigate such challenges, processes such as inhibiting and regulating emotional responses. Challenges in hot executive function can lead to reward-based strategies being problematic in those with FASD, leading to high levels of frustration [ 33 , 34 ]; this is exacerbated when a co-occurrence of ODD, ADHD, and ASD characteristics are present.…”

Section: Introductionmentioning

confidence: 99%

Heated Behaviour in the Classroom for Children with FASD: The Relationship between Characteristics Associated with ADHD, ODD and ASD, Hot Executive Function and Classroom Based Reward Systems

Carrick

Hamilton

2023

Children

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Possession of characteristics related to Attention Deficit Hyperactive Disorder, Oppositional Defiance Disorder, and Autism Spectrum Disorder in children prenatally exposed to alcohol contributes to challenges within the diagnostic pathway for Foetal Alcohol Spectrum Disorder (FASD). The presentation of these characteristics, though problematic for the children affected, may not result in referral for diagnosis; focusing on diagnostic thresholds masks the dimensional nature of these characteristics. Children with traits which are undiagnosed may not receive effective support and are often identified as exhibiting challenging behaviour. In the UK, children with undiagnosed Special Educational Needs (SEN) are more likely to experience school exclusion. Common across each condition are challenges to executive function associated with emotional regulation (hot-executive function). This study explored the relationship between characteristics of Attention Deficit Hyperactive Disorder, Oppositional Defiance Disorder, Autistic-Like Traits, and hot executive functions on the helpfulness of reward-based interventions for children with suspected or diagnosed FASD. Data were collected online using caregiver referral questionnaire screeners for each measure (Child Autism Quotient Questionnaire, Vanderbilt ADHD Parental Rating Scale and The Childhood Executive Functioning Inventory) for children aged 6–12 years with suspected or diagnosed FASD (n = 121). Between-group comparisons showed no significant difference in the reporting of Attention Deficit Hyperactive Disorder characteristics, Oppositional Defiance Disorder characteristics, Autistic-Like Traits, and executive function, regardless of diagnostic state. Multiple regression analyses indicated that these personality characteristics and executive functions were associated with the perception of the reward system helpfulness. However, this pattern was qualified by both the type of hot executive function challenged (significant for Regulation not Inhibition) and whether the child had an FASD diagnosis. Thus, a dimensional approach may strengthen our understanding of the child’s classroom experience and help overcome barriers to effective intervention and support.

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Section: Introductionmentioning

confidence: 99%

Heated Behaviour in the Classroom for Children with FASD: The Relationship between Characteristics Associated with ADHD, ODD and ASD, Hot Executive Function and Classroom Based Reward Systems

Carrick

Hamilton

2023

Children

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show abstract

“…Our study co-design workshop structure is aligned with previous related research practices with children from the same age group. Therefore, we developed our workshop based on the best practices of previous related studies such as Bratteteig, 2013;Guha et al, 2004;Schepers et al, 2018;Schneider et al, 2020;Stålberg et al, 2016; Our study workshops centred around brainstorming game ideas to solve selected social adjustment problems that we identified from our fundamental survey study, as explained in the introduction (full workshop descriptions are provided in Appendix. I).…”

Section: Q7 What Can We Learn About the Process Of Running Co-design ...mentioning

confidence: 99%

“…Selected paper from Nick Graham and his colleagues (Schneider et al, 2020) How to design engaging children with Fetal Alcohol Spectrum Disorder (FASD).…”

Section: Game Idea 1: How To Deal With Bullyingmentioning

confidence: 99%

Game-based Learning and Co-Design with and for Newcomer Children’s Social Adjustment

Bani-Taha¹

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Co-design of educational social games with newcomer children: a case study of arabic-speaking migrant tweens

Bani-Taha,

Arya,

Taylor

2024

Behaviour & Information Technology

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Toward the Design of Enjoyable Games for Children with Fetal Alcohol Spectrum Disorder

Cited by 6 publications

References 39 publications

Heated Behaviour in the Classroom for Children with FASD: The Relationship between Characteristics Associated with ADHD, ODD and ASD, Hot Executive Function and Classroom Based Reward Systems

Heated Behaviour in the Classroom for Children with FASD: The Relationship between Characteristics Associated with ADHD, ODD and ASD, Hot Executive Function and Classroom Based Reward Systems

Game-based Learning and Co-Design with and for Newcomer Children’s Social Adjustment

Co-design of educational social games with newcomer children: a case study of arabic-speaking migrant tweens

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