Computer technology for autistic students

Panyan, Marion V.

doi:10.1007/bf02409828

Cited by 93 publications

(41 citation statements)

References 19 publications

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“…Those functions have been found to be successful for various computer-based interventions (e.g. Bernard-Opitz 1989;Panyan 1984;Yamamoto and Miya 1999). For instance, Chen and Bernard-Opitz (1993) found that 3 of 4 students with autism exhibited higher motivation to learn and fewer disruptive behaviors using computer-based instruction compared to more traditional personal instruction.…”

Section: The Current Studymentioning

confidence: 96%

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Avatar Assistant: Improving Social Skills in Students with an ASD Through a Computer-Based Intervention

Hopkins

Gower

Perez

et al. 2011

J Autism Dev Disord

276

179

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This study assessed the efficacy of FaceSay, a computer-based social skills training program for children with Autism Spectrum Disorders (ASD). This randomized controlled study (N = 49) indicates that providing children with low-functioning autism (LFA) and high functioning autism (HFA) opportunities to practice attending to eye gaze, discriminating facial expressions and recognizing faces and emotions in FaceSay's structured environment with interactive, realistic avatar assistants improved their social skills abilities. The children with LFA demonstrated improvements in two areas of the intervention: emotion recognition and social interactions. The children with HFA demonstrated improvements in all three areas: facial recognition, emotion recognition, and social interactions. These findings, particularly the measured improvements to social interactions in a natural environment, are encouraging.

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Section: The Current Studymentioning

confidence: 96%

“…Chen and Bernard-Opitz 1993;Colby 1973;Faja et al 2008;Panyan 1984). Multisensory interactions, controlled and structured environments, use of multilevel interactive functions, and the ability to individualize instruction are some of the features that can assist children with ASD when working with computers.…”

Section: The Current Studymentioning

confidence: 98%

Avatar Assistant: Improving Social Skills in Students with an ASD Through a Computer-Based Intervention

Hopkins

Gower

Perez

et al. 2011

J Autism Dev Disord

276

179

View full text Add to dashboard Cite

show abstract

“…Although software design remains poorly documented, several experimental studies have shown the usefulness of computers for autism [18]. Psychopathologists express growing interest in using computers for special education of autistic people [19]. Besides that, parents were among the first to develop computerbased approaches for this purpose [20].…”

Section: Related Workmentioning

confidence: 99%

Using affective avatars and rich multimedia content for education of children with autism

Konstantinidis

Hitoglou-Antoniadou

Luneski

et al. 2009

Proceedings of the 2nd International Conference on PErvasive Technologies Related to Assistive Environments

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Autism is a communication disorder that mandates early and continuous educational interventions on various levels like the everyday social, communication and reasoning skills. Computer-aided education has recently been considered as a likely intervention method for such cases, and therefore different systems have been proposed and developed worldwide. In more recent years, affective computing applications for the aforementioned interventions have also been proposed to shed light on this problem. In this paper, we examine the technological and educational needs of affective interventions for autistic persons. Enabling affective technologies are visited and a number of possible exploitation scenarios are illustrated. Emphasis is placed in covering the continuous and long term needs of autistic persons by unobtrusive and ubiquitous technologies with the engagement of an affective speaking avatar. A personalised prototype system facilitating these scenarios is described. In addition the feedback from educators for autistic persons is provided for the system in terms of its usefulness, efficiency and the envisaged reaction of the autistic persons, collected by means of an anonymous questionnaire. Results illustrate the clear potential of this effort in facilitating a very promising autism intervention.

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“…picture boards, communication devices) for children who remain essentially nonverbal. For those who show some verbal behavior (echolalic or productive), little that is specific to their problems has been done unless and until they begin reading [24,51,63]. The state of technology for language intervention defined more broadly includes many innovations, but little that addresses the needs of this population.…”

Section: Motivationmentioning

confidence: 99%

Using Speech and Natural Language Technology in Language Intervention,

Lehman¹

1997

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Educational and clinical techniques for language intervention in children with autistic spectrum disorders (ASD) focus on achieving a complete, speech-to-speech, communicative loop. To date, the AI technologies developed in areas like speech recognition, natural language processing, student modelling and intelligent tutoring have not been applied to the specific needs of children with ASD. In this paper we describe the design of Simone Says, a proposed software environment in which young children can practice semantically and socially meaningful language by playing a sort of interactive, linguistic game of Simon Says. Current research and practice in remediation both stress the need for achieving engagement and sustaining motivation in taking appropriate conversational turns and using language in functionally appropriate ways. Simone Says is intended to meet these requirements by using the natural attraction of computers to create opportunities for meaningful, speech-based language practice in a highly simplified social setting. In exercises that progress from vocabulary building to simple social conversation, the system will automatically generate contexts in which the student is rewarded for meaningful responses as defined by his or her current position along the normal developmental progression.

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Computer technology for autistic students

Cited by 93 publications

References 19 publications

Avatar Assistant: Improving Social Skills in Students with an ASD Through a Computer-Based Intervention

Avatar Assistant: Improving Social Skills in Students with an ASD Through a Computer-Based Intervention

Using affective avatars and rich multimedia content for education of children with autism

Using Speech and Natural Language Technology in Language Intervention,

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