Assistive technology for autism spectrum disorder children that experiences stress and anxiety

Abstract

With the development of current technology and influences that have been made by the Industry 4.0 utilizing ICTs, IoT, smart systems and products and many others, Assistive Technology (AT) is an important and integral part of the daily life of many people who experience disabilities. Autism Spectrum Disorder (ASD) is a special category of disorder that can greatly benefit from its use. The purpose of this research is to collect data of Assistive Technology aimed at the detection, prevention and improvement of anxiety and stress (a characteristic of which has been proven to exist and is expressed in various ways in people with ASD). In the introduction, basic definitions regarding the neurobiology of stress and ASD are analyzed. In the main part AT, stress and anxiety correlations are made with ASD and AT devices are described and documented regarding their use for anxiety and stress in children and adolescents with ASD. The Assistive equipment and devices are divided into 2 main categories, 1) Low-tech and 2) Mid-High tech. The results of the research reveal a significant research gap in the use of AT to combat stress and anxiety and the difficulty of many promising options (especially in the domain of Mid-High tech) to be an easy and economical solution in integrating them into the daily life of people with ASD.

Low mathematics performance and the role of digital technologies

“…Last but not least, we emphasize the significance of digital technologies in the educational domain and math comprehension, which are very productive and successful, and how they facilitate and improve assessment, intervention, and educational procedures via mobile devices that bring educational activities everywhere [37][38][39][40], various ICTs applications that are the main supporters of education [41][42][43][44][45][46][47][48][49][50][51][52][53][54][55][56], and AI, STEM, Games and ROBOTICS that raise educational procedures to new performance levers [57][58][59][60][61][62][63][64]. Additionally, ICTs are being improved and combined with theories and models for cultivating emotional intelligence, mindfulness, and metacognition , accelerates and improves more the educational practices and results, especially in children with Math problems, treating domain and its practices like assessment and intervention.…”

Digital learning: Differentiated teaching models using ICTS in Greek context – good practices: “I learn Europe through its cultural tradition: Traditional gastronomy products and traditional games Alanas"

“…It also makes assessment, intervention, and training processes easier and better. Technologies include mobile devices, which enable educational activities to be conducted anywhere, a variety of ICT applications, which serve as the main means of supporting education through mobile phones [26][27][28], various ICT applications [29][30][31][32][33][34][35][36][37][38][39][40][41][42][43][44][45][46], AI & STEM ROBOTICS and games [47][48][49][50][51][52][53]. In addition, the combination of ICT with theories and models of metacognition, mindfulness, meditation, and the cultivation of emotional intelligence [54][55][56][57][58][59][60][61], accelerates and further improves educational practices and outcomes, especially for gifted students with ADHD and other neurodevelopmental disorders such as ASD and DCD.…”

Facilitators and barriers to the development of giftedness in children

“…In contrast, chronic stress often leads to maladaptive responses in various organs and systems, triggering pathophysiological mechanisms such as mental disorders, neurological disorders, and cardiovascular disease. The effect of chronic stress on cognition and motivation has been widely described in the literature (Sousa, 2016;Pergantis & Drigas, 2023a).…”