Accessible Education for Autistic Children: ABA-Based Didactic Software

Artoni, Silvia; Buzzi, Maria Claudia; Buzzi, Marina; Fenili, Claudia; Mencarini, Simona

doi:10.1007/978-3-642-21657-2_55

Cited by 6 publications

(3 citation statements)

References 23 publications

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“…About 10% of the papers come from two psychological journals (ten from Autism and Developmental Disorders and nine from Autism). Only 24 of the 65 papers in the most common venues are ultimately from Psychology and the others stem from general (13), children-related (14) or accessibility-oriented (14) HCI venues.…”

Section: Overview Of Selected Papers/research Projectsmentioning

confidence: 99%

“…When it comes to ABA, most of the technologies are computer-based and support either structured learning (e.g., [23]) or constant monitoring of therapeutic efforts (e.g., [143]). Both papers concerning LEGO therapy [18,132] use robots as well as all papers concerning robot-assisted therapy 14 (e.g., [172,276]). Hence, the most considerable opportunity space for technologies in therapy use is seen in incorporating robots.…”

Section: Therapymentioning

confidence: 99%

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Agency of Autistic Children in Technology Research—A Critical Literature Review

Spiel

Frauenberger

Keyes

et al. 2019

ACM Trans. Comput.-Hum. Interact.

182

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Autistic children are increasingly a focus of technology research within the Human-Computer Interaction (HCI) community. We provide a critical review of the purposes of these technologies and how they discursively conceptualise the agency of autistic children. Through our analysis, we establish six categories of these purposes: behaviour analysis, assistive technologies, education, social skills, therapy and well-being. Further, our discussion of these purposes shows how the technologies embody normative expectations of a neurotypical society, which predominantly views autism as a medical deficit in need of 'correction'. Autistic children-purportedly the beneficiaries of these technologies-thus become a secondary audience to the largely externally defined purposes. We identify a lack of design for technologies that are geared towards the interests, needs and desires of autistic children. To move HCI's research into autism beyond this, we provide guidance on how to consider agency in use and explicitly allow for appropriation beyond externally driven goals. CCS Concepts: • Human-centered computing → Participatory design; Interaction design process and methods; Accessibility design and evaluation methods;

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Section: Overview Of Selected Papers/research Projectsmentioning

confidence: 99%

Section: Therapymentioning

confidence: 99%

Agency of Autistic Children in Technology Research—A Critical Literature Review

Spiel

Frauenberger

Keyes

et al. 2019

ACM Trans. Comput.-Hum. Interact.

182

View full text Add to dashboard Cite

show abstract

“…The last set provide more complete tools, where they not only have activities to the patients but also record and track the patients’ interactions, generating data and information which aid to monitor the progresses of the patients (Artoni, Buzzi, Buzzi, & Fenili, 2011; Artoni, Buzzi, Buzzi, Fenili, & Mencarini, 2011; Artoni, Buzzi, Buzzi, Fenili, et al, 2012; Artoni et al, 2018; Buzzi, Buzzi, Rapisarda, Senette, & Tesconi, 2013; Iradah & Rabiah, 2011; Kultsova, Matyushechkin, Usov, Karpova, & Petrenko, 2017; Robacker et al, 2016).…”

Section: Discussionmentioning

confidence: 99%

A review of the use of computational technology in applied behavior analysis

et al. 2019

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Applied behavior analysis (ABA) is a behavioral science that aims to teach specific and socially relevant behaviors to people with different repertoires. Technology can aid behavior analysis interventions supporting different educational agents (e.g. psychologists, parents, and teachers) as well as patients. In this article, we reviewed how researchers are using technology in ABA interventions with children with autism spectrum disorder (ASD). We present the results obtained from a systematic review of the literature. The purpose was to map the employment of the computational technology in ABA interventions, as well as to discuss the primary technologies used, their benefits, and their limitations. Based on our review, we noticed that technology-based interventions are in the early stages of development. We evidenced it by the methodological limitations in many of the studies we found, and the relatively simplistic nature of many of the technological applications (e.g. inability to customize the software to meet individual learner needs). We also provide suggestions, based on these findings, for how researchers may advance the studies in this area to improve the lives of children with ASD and their families.

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