Scrutinizing Reviews on Computer Science Technologies for Autism: Issues and Challenges (original) (raw)
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Review of Research on Children with Autism Spectrum Disorder and the Use of Technology
Journal of Special Education Technology, 2015
This article presents the results of a review of research on children with autism spectrum disorders (ASD) and the use of technology. The review included 255 peer-reviewed research articles published between 2000 and 2010, archived in the ACM, IEEE, EBSCO, and ERIC databases. Content analysis was a method for analyzing articles. The results of the review indicated a clear growth in the number of research articles published during the last decade that addressed the issue of technologies for children with autism. Natural settings and field experiments were a typical methodology of the research, which reflected a strong link between academia and the field. On the other hand, the development of technologies took place separately from the user and children with ASD who participated in research activities in the latter stages of research and development. The results also indicated a strong research focus on the identification and provision of solutions to the problems typically related to ASD. Since the review only considered research focusing on problems related to ASD, future research will focus on the emergence of the capabilities and strengths of children afflicted with these disorders.
Developing technology for autism: an interdisciplinary approach
Personal and Ubiquitous Computing, 2011
In this article we argue for an interdisciplinary approach to designing interactive technology for young children on the Autistic Spectrum. We believe it key for the design process to embrace perspectives from diverse fields to arrive at a methodology, and consequently technology, that delivers satisfactory outcomes for all stakeholders involved. The ECHOES project has provided us with the opportunity to work on a technology-enhanced learning environment that supports acquisition and exploration of social skills by typically developing children and children with high-functioning autism and Asperger Syndrome. ECHOES' research methodology and the learning environment relies crucially on multidisciplinary expertise including developmental and clinical psychology, visual arts, human-computer interaction, artificial intelligence, education and many other cognate disciplines. In this article, we reflect on the methods needed to develop a technology-enhanced learning environment for young users with Autism Spectrum Disorder. We identify key benefits, challenges and limitations of this approach. Although the context of ECHOES is very specific, we believe that there are a number of guidelines for the desing of technology-enhanced intervention for autism that can benefit a wider community of researchers in this emerging discipline.
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People with autism spectrum disorder (ASD) tend to enjoy themselves and be engaged when interacting with computers, as these interactions occur in a safe and trustworthy environment. In this paper, we present a systematic literature review on the state of the research on the use of technology to teach people with ASD. We reviewed 94 studies that show how the use of technology in educational contexts helps people with ASD develop several skills, how these approaches consider aspects of user experience, usability and accessibility, and how game elements are used to enrich learning environments. This systematic literature review shows that the development and evaluation of systems and applications for users with ASD is very promising. The use of technological advancements such as virtual agents, artificial intelligence, virtual reality, and augmented reality undoubtedly provides a comfortable environment that promotes constant learning for people with ASD.
Developing Technology for Autism needs an interdisciplinary approach
2010
In this article we argue for an interdisciplinary approach to designing interactive technology for young children on the Autistic Spectrum. We believe it key for the design process to embrace perspectives from diverse fields to arrive at a methodology, and consequently technology, that delivers satisfactory outcomes for all stakeholders involved. The ECHOES project has provided us with the opportunity to work on a technology-enhanced learning environment that supports acquisition and exploration of social skills by typically developing children and children with high-functioning autism and Asperger Syndrome. ECHOES’ research methodology and the learning environment relies crucially on multi-disciplinary expertise including developmental and clinical psychology, visual arts, human-computer interaction, artificial intelligence, education and many other cognate disciplines. In this article, we reflect on the methods needed to develop a technology-enhanced learning environment for young...
Technologies as Support Tools for Persons with Autistic Spectrum Disorder: A Systematic Review
International Journal of Environmental Research and Public Health, 2014
This study analyzes the technologies most widely used to work on areas affected by the Autistic Spectrum Disorder (ASD). Technologies can focus on the strengths and weaknesses of this disorder as they make it possible to create controlled environments, reducing the anxiety produced by real social situations. Extensive research has proven the efficiency of technologies as support tools for therapy and their acceptation by ASD sufferers and the people who are with them on a daily basis. This article is organized by the types of systems developed: virtual reality applications, telehealth systems, social robots and dedicated applications, all of which are classified by the areas they center on: communication, social learning and imitation skills and other ASD-associated conditions. 40.5% of the research conducted is found to be focused on communication as opposed to 37.8% focused on learning and social imitation skills and 21.6% which underlines problems associated with this disorder. Although most of the studies reveal how useful these tools are in therapy, they are generic tools for ASD sufferers in general, which means there is a lack of personalised tools to meet each person's needs.
Aim of this study was to carry out a content analysis of articles on the use of technology in autism spectrum disorder published in Web of Science database from 2010 to 2016 and reveal the trends in these studies. Content analysis as a qualitative research method was used in the study. Articles related with technology and autism were searched in Web of Science database and a total number of 400 articles appropriate for the study were selected. Articles were examined based on various content analysis criteria involving year of publication, countries of authors, research method, research subject, sample and data collection tool. Results were discussed with relevant literature and recommendations for further research and implementations with regard to the use of technology for individuals with autism were also presented. Key words: Autism spectrum disorder, Autism, Technology, Content analysis, Web of science
Research, Society and Development, 2021
The purpose of this systematic review was to present, through a critical approach, interpretation and evaluation, the current assistive technology research directions, and the range, capabilities and efficiency of mobile devices and their respective software applications and the virtual reality and augmented reality environments used for people with autism. The aim was to identify the assistive technology practices applied for the development of communication, social and vocational-employment skills for people with autism, and to evaluate their acceptability and effectiveness. Search in electronic databases resulted in a final selection of 63 studies that met the inclusion criteria of the review, covering a total of 406 participants with autism. Analysis of the data from the studies provided largely positive results.
Innovative technology-based interventions for autism spectrum disorders: A meta-analysis
Autism, 2013
This article reports the results of a meta-analysis of technology-based intervention studies for children with autism spectrum disorders. We conducted a systematic review of research that used a pre–post design to assess innovative technology interventions, including computer programs, virtual reality, and robotics. The selected studies provided interventions via a desktop computer, interactive DVD, shared active surface, and virtual reality. None employed robotics. The results provide evidence for the overall effectiveness of technology-based training. The overall mean effect size for posttests of controlled studies of children with autism spectrum disorders who received technology-based interventions was significantly different from zero and approached the medium magnitude, d = 0.47 (confidence interval: 0.08–0.86). The influence of age and IQ was not significant. Differences in training procedures are discussed in the light of the negative correlation that was found between the i...
The work carried out in this study is focused on examining the current and future uses of assistive technology by parents and special needs centers for the therapy and rehabilitation of children with special needs, with a focus on autism. The study provides results from two surveys that examine the use of assistive technology by a group of six families having children with autism and by one of the leading centers for special needs in Dubai, United Arab Emirates. The surveys were developed to determine the level of awareness and utilization of assistive technology. Results also reflect the strength of parental and professional awareness of those technologies, taking into mind that parents of those children are usually experts in seeking and trying the best to help their children. The availability of these technologies and the challenges facing centers and families in gaining information or exposure to those technologies is discussed. Additional work in this study relates to my interdisciplinary research focusing on investigating the use of high level computer assistive technology for autistic impairments therapy. This paper provides a detailed study of the practices of embracing assistive technology considering the financial and technical challenges which might be faced. The study provides a framework for gaining social support and awareness of the value of those technologies and provides an approach to motivate information technology specialists and special needs professionals to work together to develop reasonably affordable and more relevant technologies, against the mainstream of commercial general-purpose so-called "assistive technology." In addition, this paper looks at the potential for new technologies yet to be explored in further research on autism.
Klavina, A., Pérez-Fuster, P., Daems, J., Lyhne, C.N., Dervishi, E., Pajalic, Z., Øderud, T., Fuglerud, K.S., Markovska-Simoska, S., Przybyla, T., Klichowski, M., Stiglic, G., Laganovska, E., Alarcão, S.M., Tkaczyk, A.H., & Sousa, C. (2024). The use of assistive technology to promote practical sk..., 2024
Persons with autism spectrum disorder (ASD) and/or intellectual disability (ID) have difficulties in planning, organising and coping with change, which impedes the learning of daily living skills (DLSs), social participation and self-management across different environmental settings. Assistive technologies (ATs) is a broad term encompassing devices and services designed to support individuals with disabilities, and if used in a self-controlled manner, they may contribute inclusion in all domains of participation. This comprehensive literature review aims to critically assess and unify existing research that investigates the use of assistive technology within the practical domain for individuals with ASD and/or ID. The 18 relevant studies included in this review highlighted the benefits of AT for social participation and independence in daily activities of individuals with ASD and/or ID. Professionals working with this target group should be knowledgeable of the speedy progress of AT products and the potential of persons with ASD and/or ID to use mainstream devices to meet their individual needs. This awareness provides an opportunity to advocate for the universal benefits of AT for everyone. Technologies such as virtual reality, mobile applications and interactive software have been shown to improve DLSs, communication and social interaction. These tools offer engaging, user-friendly platforms that address the specific needs of these individuals, enhancing their learning and independence.