Helping autism-diagnosed teenagers navigate and develop socially using e-learning based on mobile persuasion

Abstract

<p>The HANDS (Helping Autism-diagnosed teenagers Navigate and Develop Socially) research project involves the creation of an e-learning toolset that can be used to develop individualized tools to support the social development of teenagers with an autism diagnosis. The e-learning toolset is based on ideas from persuasive technology. This paper addresses the system design of the HANDS toolset as seen from the user’s perspective. The results of the evaluation of prototype 1 of the toolset and the needs for further development are discussed. In addition, questions regarding credibility and reflections on ethical issues related to the project are considered.</p>

Mobile Applications to Improve Emotional Intelligence in Autism – A Review

“…The toolbox includes improvements of emotional skills too which is part of social ones. All these help teenagers have better and constructive social integration and inclusion [52,53].…”

Sexual health, neurodiversity and capacity to consent to sex

“…We believe that SREFIPs should move beyond a focus on factual material associated with sex and varieties of sexuality to respond to experiential concerns, and to provide information and skills about the social and emotional aspects of intimate relationships and the emotional and sexual implications of sensory integration issues for all parties. In order for SREFIPs to empower those with ASD/ND to engage in informed decisions over sexual and emotional relationships, SREFIPs must take co-morbidities into account, provide inbuilt flexibility to cater for individuals' variations in cognitive profiles (spiky profiles) and maximise available modalities of learning by using technological means (Ohrstrom, 2011) to minimise social stress, enable interactivity as desired and maximise repetitive practice with feedback opportunities. Research into how neurodiversity impacts upon decision-making capacity in relation to consent to sexual relations (Mackenzie and Watts, 2011) and social networking technologies use (Batchelor et al, 2012) is also essential to underpin SRE and SREFIPs.…”

A Systematic Review of Studies on Online Education for Autism Spectrum Disorder

“…The purposes of the articles were grouped as follows; (a) revealing the attitudes or experiences of individuals with ASD towards online courses(Adams, Simpson, Davies, Campbell & Macdonald, 2019;Meyers & Bagnall, 2015;Richardson, 2017;Stichter, Laffey, Galyen & Herzog, 2014), (b) developing a tool to increase the effectiveness of online education or evaluating the existing ones formatively(Chu, Tsai, Liao & Chen, 2018;Ohrstrom, 2011;Tsiopela & Jimoyiannis, 2017), (c) providing online training for practitioners and parents of children diagnosed with ASD, who have difficulty in accessing special education services(Curtiss & Ebata, 2016;Fisher et al, 2014;Hall, 2018;Heitzman-Powell et al, 2014;Karr, Brusegaard, Koly, van Edema & Naheed, 2017;Pantermuehl & Lechago, 2015;Wilczynski et al, 2017), (d) offering online education for supporting parents of children diagnosed with ASD (Kitson-Reynolds,Kitson & Humphrys, 2015), (e) providing online education to enable individuals with ASD acquire or improve certain academic or developmental skills,(Jeekratok, Chanchalor & Murphy, 2014;Pistoljevic & Hulusic, 2019;Stichter et al, 2014), and (f ) evaluating current online education initiatives from a curriculum and user perspective(Chase, 2014;Sam, Cox, Savage, Waters & Odom, 2019;Stichter et al, 2014). Furthermore, the purpose statements of the studies included a number of additional focal points and key terms such as 'individuals with ASD', 'parents', 'online learning and education', 'skill acquisition', 'intervention methods', 'experience of individuals with ASD in online learning environments', and 'online learning solutions for practitioners.'…”