No abstract

No abstract

The applied behavior analysis (ABA) model emphasizes observable and measurable behaviors by carrying out decision making using experimental data (behavioral observation assessment strategies). In this framework, information and communication technology (ICT) becomes highly suitable for enhancing the efficiency and effectiveness of the methodology. This paper aims to delve into the potential of ICT in providing innovative solutions to support ABA applications. It focuses on how ICT can contribute to fostering social inclusion with respect to children with neurodevelopmental disorders. ICT offers advanced solutions for continuous and context-aware monitoring, as well as automatic real-time behavior assessments. Wireless sensor systems (wearable perceptual, biomedical, motion, location, and environmental sensors) facilitate real-time behavioral monitoring in various contexts, enabling the collection of behavior-related data that may not be readily evident in traditional observational studies. Moreover, the incorporation of artificial intelligence algorithms that are appropriately trained can further assist therapists throughout the different phases of ABA therapy. These algorithms can provide intervention guidelines and deliver an automatic behavioral analysis that is personalized to the child’s unique profile. By leveraging the power of ICT, ABA practitioners can benefit from cutting-edge technological advancements to optimize their therapeutic interventions and outcomes for children with neurodevelopmental disorders, ultimately contributing to their social inclusion and overall wellbeing.

Thanks to the specific characteristics of multimedia language, cartoons can transmit significant messages to viewers, both emotionally and rationally: this contribution reflects on the potential of cartoons to facilitate and support inclusive processes (also) regarding children with disabilities. In addition to examining functional strategies for promoting a more aware and more active use by all subjects, the article proposes a possible use of Artificial Intelligence to support the dialogue between Media Education and inclusive processes. On one level, the adult (educator, teacher or parent) has the task of observing the child during viewing, interacting with the child and encouraging verbalization about what has been seen: technologies can offer additional data compared to what has been observed, allowing for an even more targeted way of acting with respect to the specific needs of each child. On another level, one can use the same data to create even more interactive content that allows the narration to adapt to the specific wishes, attitudes and needs of each child. Striving in the direction of educating the media, with the media and for the media, the article promotes a conscious and critical use of technologies: useful tools for both education professionals and family members.