Enhancing social communication of children with high-functioning autism through a co-located interface

This study evaluated the effectiveness of a 3-week intervention in which a co-located cooperation enforcing interface, called StoryTable, was used to facilitate collaboration and positive social interaction for six children, aged 8–10 years, with autistic spectrum disorder (ASD). The intervention focused on exposing pairs of children to an enforced collaboration paradigm while they narrated a story. Pre- and post-intervention tasks included a “low technology” version of the storytelling device and a non storytelling play situation using a free construction game. The outcome measure was a structured observation scale of social interaction. Results demonstrated progress in three areas of social behaviors. First, the participants were more likely to initiate positive social interaction with peers after the intervention. Second, the level of shared play of the children increased from the pre-test to the post-test and they all increased the level of collaboration following the intervention. Third, the children with ASD demonstrated lower frequencies of autistic behaviors while using the StoryTable in comparison to the free construction game activity. The implications of these findings are discussed in terms of the effectiveness of this intervention for higher functioning children with ASD.     

Audio-augmented paper for therapy and educational intervention for children with autistic spectrum disorder

Autism affects children׳s learning and social development. Commonly used rehabilitative treatments are aimed at stimulating the social skills of children with autism. In this article, we present a prototype and a pilot study on an audio-augmented paper to support the therapy of children with autism spectrum disorder (ASD). The prototype supports audio recording with standard sheets of paper by using tangible tools that can be shared between the therapist and the child. The prototype is a tool for the therapist to engage the child in a storytelling activity. We use a progressive design method based on a dynamic process that merges concept generation, technology benchmarking and activity design into continuously enriching actions. The paper highlights the qualities and benefits of using tangible audio-augmented artefacts for therapy and educational intervention for children with ASD. The work describes three main qualities of our prototype: from building cooperation to attention control, flow control, and using the children׳s own voices to foster attention.     

Online Affect Detection and Robot Behavior Adaptation for Intervention of Children With Autism

Investigation into robot-assisted intervention for children with autism spectrum disorder (ASD) has gained momentum in recent years. Therapists involved in interventions must overcome the communication impairments generally exhibited by children with ASD by adeptly inferring the affective cues of the children to adjust the intervention accordingly. Similarly, a robot must also be able to understand the affective needs of these children—an ability that the current robot-assisted ASD intervention systems lack—to achieve effective interaction that addresses the role of affective states in human–robot interaction and intervention practice. In this paper, we present a physiology-based affect-inference mechanism for robot-assisted intervention where the robot can detect the affective states of a child with ASD as discerned by a therapist and adapt its behaviors accordingly. This paper is the first step toward developing “understanding” robots for use in future ASD intervention. Experimental results with six children with ASD from a proof-of-concept experiment (i.e., a robot-based basketball game) are presented. The robot learned the individual liking level of each child with regard to the game configuration and selected appropriate behaviors to present the task at his/her preferred liking level. Results show that the robot automatically predicted individual liking level in real time with 81.1% accuracy. This is the first time, to our knowledge, that the affective states of children with ASD have been detected via a physiology-based affect recognition technique in real time. This is also the first time that the impact of affect-sensitive closed-loop interaction between a robot and a child with ASD has been demonstrated experimentally.      

基于脑功能网络分析的孤独症儿童辅助干预效果研究

脑功能网络是分析复杂网络之间连接关系的一种有效方法, 对脑功能障碍分析具有重要意义. 本文基于频域Granger因果分析的定向传递函数(Direction-transfer function, DTF), 构建了各频段的脑功能网络. 采用图论方法分析最佳阈值下经颅直流电刺激(Transcranial direct current stimulation, tDCS)干预前后孤独症(Autism spectrum disorder, ASD)儿童脑网络的平均度、全局效率和平均局部效率等特征, 并对比了经颅直流电刺激对孤独症儿童脑功能状态辅助干预效果. 结果发现刺激前组在各频段的图论特征均低于刺激后组($P<0.05$), 其中Theta频段和低-beta频段的局部效率统计性差异显著, 表明在一定程度上tDCS干预是ASD儿童治疗的有效手段.     

Computer-related posture and discomfort in primary school children: The effects of a school-based ergonomic intervention

This study investigated the effect of a school-based ergonomic intervention on childrens’ posture and discomfort while using computers using a pre/post test study design. The sample comprised 23 children age 9 and 10 years. Posture was assessed with Rapid Upper Limb Assessment (RULA) and a workstation assessment was completed using a Visual Display Unit (VDU) checklist. Self reported discomfort was also recorded at the beginning and end of the computer class. Following an ergonomic intervention that included education of the children and workstation changes, the outcome measures were repeated. There was a positive response to the intervention with significant changes between the pre-intervention and post-intervention scores for posture (p = 0.00) and workstation (p = 0.00). The change in discomfort scores from beginning to end of the computer class between the pre-intervention class and the post-intervention class was also significant (p = 0.00). The study highlights the need for continuing concern about the physical effects of children’s computer use and the implications of school-based interventions.     

Impact of mainstream classroom setting on attention of children with autism spectrum disorder: an eye-tracking study

It has long been reported that children with autism spectrum disorder (ASD) exhibit attention difficulties while learning. They tend to focus on irrelevant information and can easily be distracted. As a result, they are often confined to a one-to-one teaching environment, with fewer distractions and social interactions than would be present in a mainstream educational setting. In recent years, inclusive mainstream schools have been growing in popularity due to government policies on equality rights. Therefore, it is crucial to investigate attentional patterns of children with ASD in mainstream schools. This study aims to explore the attentional behaviors of children with ASD in a virtual reality simulated classroom. We analyzed four eye-gaze behaviors and performance scores of 45 children: children with ASD (ASD n = 20) and typically developing children (TD n = 25) when performing attention tasks. The gaze behaviors included time to first fixate (TTFF), first fixation duration (FFD), average fixation duration (AFD) and the sum of fixation count (SFC) on fourteen areas of interest (AOIs) in the classroom. Our results showed that children with ASD exhibit similar gaze behaviors to TD children, but with significantly lower performance scores and SFC on the target AOI. These findings showed that classroom settings can influence attentional patterns and the academic performance of children with ASD. Further studies are needed on different modalities for supporting the attention of children with ASD in a mainstream setting.

     

基于PCCS色彩体系的ASD儿童干预APP配色研究

为提升自闭症谱系障碍(ASD)儿童干预APP的康复效果,为设计师提供合理有效的参考,提出一种基于PCCS色彩体系的ASD儿童干预APP界面配色评价方法。首先通过文献分析和焦点小组法,构建基于PCCS色彩体系的ASD儿童干预APP界面配色评价体系;其次运用AHP法获取各项评价指标的权重;再次筛选得到8个基于PCCS色彩体系的界面配色设计方案,邀请专家对其打分,得到初始评判矩阵;然后通过TOPSIS法获得各方案的排序结果;最后对结果进行解析。研究表明,ASD儿童对绿色、蓝色等冷色调及明度、纯度较高的色彩具有较高的认可度;在PCCS色调图中,ASD儿童更喜爱轻柔色调、浅色调、邻近色与互补色的搭配;在界面配色设计中应更趋于明快、清晰、和谐、稳重的色彩搭配。将该评价方法应用于干预APP界面配色实验方案评价中,可以提高设计评价过程中的客观性、科学性,为设计师进行决策提供参考,更好地促进ASD儿童干预APP的发展。     

Virtual Reality Social Cognition Training for children with high functioning autism

Virtual reality appears to be a promising and motivating platform to safely practice and rehearse social skills for children with Autism Spectrum Disorders (ASD). However, the literature to date is subject to limitations in elucidating the effectiveness of these virtual reality interventions. This study investigated the impact of a Virtual Reality Social Cognition Training to enhance social skills in children with ASD. Thirty children between the ages of 7–16 diagnosed with ASD completed 10, 1-h sessions across 5 weeks. Three primary domains were measured pre-post: emotion recognition, social attribution, attention and executive function. Results revealed improvements on measures of emotion recognition, social attribution, and executive function of analogical reasoning. These preliminary findings suggest that the use of a virtual reality platform offers an effective treatment option for improving social impairments commonly found in ASD.     

Anonymity effects in computer-mediated communication in the case of minority influence

In an experimental study, we analyzed in-group minority social influence within the context of computer-mediated communication (CMC) based on the perspective of the social identity model of deindividuation effects (SIDE). This model hypothesizes that in a group context, in which social identity is salient, anonymity will facilitate influence among the group members. Using a software application, we simulated the creation of a virtual group and the setting of a computer-mediated communication. The interaction between the members of the group centers on the issue of North African immigration. The results show that the influence of an in-group minority (radical pro-immigration) causes changes of opinion, as demonstrated in the two groups participating in the experimental test (anonymous and identifiable users). However, the differences in such changes between the identifiable and the anonymous groups are not statistically significant, whereas for two dependent variables from the opinion questionnaire, (i.e., “strong” anti-immigration and pro-immigration), they are significant when these two groups are compared to the control group. Therefore, the postulates of the SIDE model are only partially confirmed. We offer some explanations for the results obtained, and outline different aspects involved in the process of social influence via CMC.     

NAO机器人在自闭症干预中的应用

描述了自闭症谱系障碍（ASD）患儿基于人形机器人NAO人机互动情况下和在普通课堂环境下的行为反应,并给出其在干预治疗及普通课堂环境下的评估结果。大量实验结果表明,基于NAO机器人的人机互动干预过程中患儿自闭症状行为较普通课堂大大减少,其症状得到有效控制。因此可得出结论：人形机器人NAO可以作为帮助自闭症谱系障碍患儿干预治疗的平台。     

Serious Game for Children with Autism to Learn Vocabulary: An Experimental Evaluation

The use of serious games (SGs) to provide intervention for various skills to children with autism spectrum disorder (ASD) has increased in the recent years. However, the potential of these games has not been utilized to provide learning of vocabulary to children with ASD. In designing games for children with ASD, there is a need to consider components specifically from the perspectives of ASD and the generic components that can support from the theoretical, content, and game design aspects. In the absence of any existing framework to design games for children with ASD, this article first introduces a framework named serious game design framework (SGDF), constructed to provide support throughout the design process. This framework was constructed based on the extensive review of the literature on ASD and existing SGDFs. The article then focuses on the design and development of a SG prototype based on SGDF. An experimental evaluation prototype was conducted to examine the effectiveness using the withdrawal design of single-subject research design (SSRD) in improving the receptive identification of vocabulary items among children with autism before and after using the prototype. The receptive identification of vocabulary items is measured in terms of the number of correct responses given and the number of attempts made to identify the correct response. The pre- and post-evaluations of the SG prototype show that learning of vocabulary items among children with ASD improved after using the game and they retained items at the end of weeks 1 and 2 following the withdrawal of intervention.     

Physiology-based affect recognition for computer-assisted intervention of children with Autism Spectrum Disorder

Generally, an experienced therapist continuously monitors the affective cues of the children with Autism Spectrum Disorders (ASD) and adjusts the course of the intervention accordingly. In this work, we address the problem of how to make the computer-based ASD intervention tools affect-sensitive by designing therapist-like affective models of the children with ASD based on their physiological responses. Two computer-based cognitive tasks are designed to elicit the affective states of liking, anxiety, and engagement that are considered important in autism intervention. A large set of physiological indices are investigated that may correlate with the above affective states of children with ASD. In order to have reliable reference points to link the physiological data to the affective states, the subjective reports of the affective states from a therapist, a parent, and the child himself/herself were collected and analyzed. A support vector machines (SVM)-based affective model yields reliable prediction with approximately 82.9% success when using the therapist's reports. This is the first time, to our knowledge, that the affective states of children with ASD have been experimentally detected via physiology-based affect recognition technique.     

Electronic books versus adult readers: effects on children's emergent literacy as a function of social class

Abstract  We compared the effects of children's reading of an educational electronic storybook on their emergent literacy with those of being read the same story in its printed version by an adult. We investigated 128 5- to 6-year-old kindergarteners; 64 children from each of two socio-economic status (SES) groups: low (LSES) and middle (MSES). In each group, children were randomly assigned to one of three subgroups. The two intervention groups included three book reading sessions each; children in one group individually read the electronic book; in the second group, the children were read the same printed book by an adult; children in the third group, which served as a control, received the regular kindergarten programme. Pre- and post-intervention emergent literacy measures included vocabulary, word recognition and phonological awareness. Compared with the control group, the children's vocabulary scores in both intervention groups improved following reading activity. Children from both interventions groups and both SES groups showed a similarly good level of story comprehension. In both SES groups, compared with the control group, children's phonological awareness and word recognition did not improve following both reading interventions. Implications for future research and for education are discussed.     

Bystander intervention in computer-mediated communication

‘Chat groups’ were observed to demonstrate that the theoretical framework proposed in Latane and Darley's theory of bystander intervention (Latane & Darley, 1970; The unresponsive bystander: why doesn't he help? New York, NY: Appleton-Centruy Crofts) can also be utilized to explain and predict intervention in computer-mediated communication. Specific hypotheses focused on the relations between the amount of time it took a bystander to give assistance with the gender of the individual seeking help, the number of bystanders present, and whether help was asked for by specifying a bystander's name. Results showed that gender had no significant effect on response time. Additionally, as the number of people present in a computer-mediated chat group increased, it took longer for an individual to receive help. Finally, the bystander effect was virtually eliminated and help was received much more quickly when help was asked for by specifying a bystander's name.     

The impact of computer-mediated communication on self-awareness

The present research investigated whether computer-mediated communication enhances users' private self-awareness, while lowering their public self-awareness. Self-report measures of acute private and public self-awareness were administered to 55 subjects following either face-to-face or computer-mediated discussions of two choice-dilemma problems. It was found that, relative to the face-to-face comparison group, subjects using computer-mediation reported significantly higher levels of acute private self-awareness, and marginally lower levels of public self-awareness. Although computer users did not evaluate the social context differently from subjects communicating face-to-face, their evaluations were associated with the degree of acute public self-awareness they were experiencing. Low public self-aware computer users were more likely to evaluate the social context negatively. The social evaluations of face-to-face subjects were not related to their levels of self-awareness. The implications of these findings for future research examining the social psychological impact of computers and their use in different contexts are discussed.     

Outcomes for design and learning when teenagers with autism codesign a serious game: A pilot study

Digital educational games research tends to lack ecological validity by not adequately taking into account the views and perspectives of children and young people with autism spectrum disorders (ASD). This paper is a pilot study that explores and analyses an academic‐based educational game that was co‐designed with and for young people with ASD. The serious game aims to help the players learn Geography‐specific knowledge and integrates several strategic features so that users can collaborate together against the computer or compete against each other. The educational game was evaluated over 5 sessions by 3 peer teams from 2 different special educational institutions, involving a total of 6 students with ASD. The participants were positive about their enjoyment, motivation, and social engagement. The results showed that the players' level of competitiveness not only influenced the experience within the game but also the interaction within the peer teams. The game mechanisms did help the participants with ASD increase their knowledge in Geography content. The main conclusion is that there are considerable benefits of including children with ASD in the design process and future research should explore more fully on how their involvement can enhance curriculum‐based learning as well as social engagement within the classroom.     

Demographics and Behavior of the Chilean Internet Population

When a computer network connects people or organizations, it is a social network. Yet the study of such computer-supported social networks has not received as much attention as studies of human-computer interaction, online person-to-person interaction, and computer-supported communication within small groups. We argue the usefulness of a social network approach for the study of computer-mediated communication. We review some basic concepts of social network analysis, describe how to collect and analyze social network data, and demonstrate where social network data can be, and have been, used to study computer-mediated communication. Throughout, we show the utility of the social network approach for studying computer-mediated communication, be it in computer-supported cooperative work, in virtual community, or in more diffuse interactions over less bounded systems such as the Internet.     

Designing computer-based rewards with and for children with Autism Spectrum Disorder and/or Intellectual Disability

Children with Autism Spectrum Disorder (ASD) tend to have an affinity for digital technologies, often preferring computer-assisted learning to human-assisted learning. Many children with ASD are also diagnosed with Intellectual Disabilities (ID), yet design studies involving children with ASD and ID are scarce. Rewards can have a positive impact on children's learning and motivation, but little is known about the nature and impact of rewards for children with ASD, and/or ID. Digital technologies are well placed to provide task-based rewards, and in combination with a better understanding of the reward preferences of children with ASD and/or ID this has significant potential to enhance learning. This paper presents two robust participatory design (PD) studies involving children with: i) ASD; ii) ID; and iii) both ASD and ID. The studies aimed to identify: i) the reward preferences of children with ASD and/or ID (RQ1) and ii) how rewards might develop throughout a task as the child progresses (RQ2). Results revealed a number of reward categories that were common to all children, as well as children's preferences for how rewards could develop as they progress through computer-based tasks, for the first time. Original implications for designing computer-based rewards embedded within digital intervention/educational technologies for children with ASD and/or ID, are discussed.     

“I want to be different from others in cyberspace” The role of visual similarity in virtual group identity

The present study investigated the impact of the visual similarity shared among virtual group members on group identity and conformity. In achieving this goal, the current study distinguished the similarity coming from being in the same experimental group (i.e., transient group membership) and the similarity coming from the same social group membership (i.e., lasting group membership), in response to the critique that these two group memberships have not been set apart in previous computer-mediated group research. The current study also attended to the fact that previous research on computer-mediated groups restricted personality traits that might have affected group identity formation and conformity in virtual groups. In response to this constraint, the present study included participants’ needs to be different from others (NFU) and needs for inclusion (ISC) to a hypothesized path model that was founded on the SIDE model. Furthermore, the author examined whether the same hypothesized path model could uphold across the differentiated levels of similarity shared among group members.     

Unintended consequences of computer-mediated communications

This paper explores the unintended consequences of computer-mediated communications by adopting a typology suggested by the sociologist Robert Merton. The typology is used to present a thematic analysis drawn from the literature on computer-mediated communications and two new studies. The first study considered the impact of computer-mediated technology on communicative behaviour in general, and involved 22 managers working in locations in the UK and USA. The second study focused on electronic mail and drew upon the responses of 70 managers. The paper suggests that Merton's analysis of unintended consequences provides a framework which expands our ability to explain issues associated with the implementation of computer-mediated communications and discusses intervention and laissez-faire as two implicit responses evident in the recent literature.