Improvement of Attention-Deficit/Hyperactivity Disorder (ADHD) Symptoms in School-Aged Children, Adolescents, and Young Adults With Autism via a Digital Smartglasses-Based Socioemotional Coaching Aid: An Efficacy Study

Vahabzadeh, Arshya; Keshav, Neha U.; Salisbury, Joseph P.; Sahin, Ned T.

doi:10.1101/165514

Cited by 3 publications

(5 citation statements)

References 52 publications

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“…Specialized smartglasses designed for socio-emotional learning have been found to be feasible [34], well tolerated [38], safe [39], and help reduce symptoms of autism [34,40] and attention deficit hyperactivity disorder [41]. Additionally, despite past negative perceptions and stigma associated with such devices, children with autism express a desire to use these socio-emotional assistive smartglasses technology in the classroom setting [42].…”

Section: Smartglasses In Classesmentioning

confidence: 99%

Longitudinal Socio-Emotional Learning Intervention for Autism via Smartglasses: Qualitative School Teacher Descriptions of Practicality, Usability, and Efficacy in General and Special Education Classroom Settings

Keshav¹,

Vahabzadeh

Abdus-Sabur³

et al. 2018

Education Sciences

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There is considerable demand for special education services for the over half a million students with autism in the United States. While assistive technology may augment educational services, its implementation is often prevented by a number of practical and attitudinal barriers. These barriers are especially pertinent for the newest and thus least familiar digital systems, such as computerized smartglasses loaded with specialized software modules. Computerized smartglasses are a technology that has already been shown to have an ability to deliver educational interventions through augmented reality. With this in mind, we sought to understand how school educators received and assessed the practicality of a smartglasses-based educational intervention in a single-subject study. The intervention was designed to aid with attention and social educational learning in autism. The intervention was delivered twice a day during a two-week study on a 13-year-old student with autism who was attending a mainstream middle school in Massachusetts. Three different school educators delivered the intervention: the student’s general education teacher, special education teacher, and paraprofessional. Educators recorded their attitudes, the practicality of the technology, and its impact on the student and their classroom through the use of a digital log and a series of in-person interviews. Overall, the school educators experienced a positive view of the smartglasses. The smartglasses intervention was found to be logistically practical to implement, easily usable by both the educator and student, and not time-consuming to learn or implement. Educators also identified the experience as being fun for the student, and felt that the student demonstrated improvement in his verbal and non-verbal skills. There were no adverse effects on the other students or the classroom, and the technology did not result in a distraction. These findings suggest that social skills interventions delivered by smartglasses may be practical, useful, and may lead to improvements in social communication skills. Further research on smartglasses may help to clarify the future role for augmenting special education in students with autism.

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Section: Smartglasses In Classesmentioning

confidence: 99%

Longitudinal Socio-Emotional Learning Intervention for Autism via Smartglasses: Qualitative School Teacher Descriptions of Practicality, Usability, and Efficacy in General and Special Education Classroom Settings

Keshav¹,

Vahabzadeh

Abdus-Sabur³

et al. 2018

Education Sciences

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“…Given the proximity of smartglasses to the sensory organs contained in the human head, this type of computing may enable a higher level of human-computer interaction than other devices [13]. Smartglasses are already being developed as a social and behavioral communication aid for people with ASD [8,15,16]. …”

Section: Introductionmentioning

confidence: 99%

“…Glass has been creatively developed as a technology that can deliver social and cognitive skills coaching to children and adults with ASD [8]. To our knowledge, we have reported on the first studies of ASD-related software on the original Google Glass (Explorer Edition) [8,9,15,16], and here we present the first appearance of Glass (Enterprise Edition) in the literature.…”

Section: Introductionmentioning

confidence: 99%

“…However, it remains unknown whether people with ASD would actually desire to wear the new device. Assistive apps for people with ASD on the original Google Glass have been shown to be tolerable [20], safe [15], and to reduce hyperactivity in an ASD sample [8,16]. However, small changes in devices can greatly affect the desire of potential users to wear them.…”

Section: Introductionmentioning

confidence: 99%

“…There have only been a handful of reports on the use of smartglasses in people with ASD [8,15,16], and the attitudes toward and acceptability of such devices to people with ASD remains unclear. The use of smartglasses in people with ASD also requires discussion of their potential impact on social communication from a cognitive neuroscience standpoint and their prospective influence on child development from ecological, psychosocial, and cognitive child development theories.…”

Section: Introductionmentioning

confidence: 99%

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Second Version of Google Glass as a Wearable Socio-Affective Aid: Positive School Desirability, High Usability, and Theoretical Framework in a Sample of Children with Autism

Sahin¹,

Keshav²,

Salisbury³

et al. 2018

JMIR Hum Factors

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BackgroundComputerized smartglasses are being developed as an assistive technology for daily activities in children and adults with autism spectrum disorder (ASD). While smartglasses may be able to help with educational and behavioral needs, their usability and acceptability in children with ASD is largely unknown. There have been reports of negative social perceptions surrounding smartglasses use in mainstream populations, a concern given that assistive technologies may already carry their own stigma. Children with ASD may also have a range of additional behavioral, developmental, and social challenges when asked to use this emerging technology in school and home settings.ObjectiveThe usability and acceptability of Glass Enterprise Edition (Glass), the successor to Google Glass smartglasses, were explored in children with ASD and their caregivers.MethodsEight children with ASD and their caregivers were recruited to attend a demonstration session with Glass smartglasses the week they were publicly released. The children had a wide range of ability, including limited speech to speaking, and represented a full range of school ages (6 to 17 years). Children and caregivers were interviewed about their experience of using the smartglasses and whether they would use them at school and home.ResultsAll 8 children succeeded in using Glass and did not feel stressed (8/8, 100%) or experience any overwhelming sensory or emotional issues during the session (8/8, 100%). All 8 children (8/8, 100%) endorsed that they would be willing to wear and use the device in both home and school settings. Caregivers felt the experience was fun for the children (8/8, 100%), and most caregivers felt the experience was better than they had expected (6/8, 75%).ConclusionsA wide age and ability range of children with ASD used Glass immediately after it was released and found it to be usable and acceptable. Despite concerns about potential stigma or social acceptability, all of the children were prepared to use the technology in both home and school settings. Encouragingly, most caregivers noted a very positive response. There were no behavioral, developmental, or social- or stigma-related concerns during or after the session. Smartglasses may be a useful future technology for children with ASD and are readily accepted for use by children with ASD and their caregivers.

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Social Communication Coaching Smartglasses: Well Tolerated in a Diverse Sample of Children and Adults With Autism

Keshav¹,

Salisbury²,

Vahabzadeh³

et al. 2017

JMIR Mhealth Uhealth

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BackgroundAugmented reality (AR) smartglasses are an emerging technology that is under investigation as a social communication aid for children and adults with autism spectrum disorder (ASD) and as a research tool to aid with digital phenotyping. Tolerability of this wearable technology in people with ASD is an important area for research, especially as these individuals may experience sensory, cognitive, and attentional challenges.ObjectiveThe aim of this study was to assess the tolerability and usability of a novel smartglasses system that has been designed as a social communication aid for children and adults with autism (the Brain Power Autism System [BPAS]). BPAS runs on Google Glass Explorer Edition and other smartglasses, uses both AR and affective artificial intelligence, and helps users learn key social and emotional skills.MethodsA total of 21 children and adults with ASD across a spectrum of severity used BPAS for a coaching session. The user’s tolerability to the smartglasses, user being able to wear the smartglasses for 1 minute (initial tolerability threshold), and user being able to wear the smartglasses for the entire duration of the coaching session (whole session tolerability threshold) were determined through caregiver report.ResultsOf 21 users, 19 (91%) demonstrated tolerability on all 3 measures. Caregivers reported 21 out of 21 users (100%) as tolerating the experience, while study staff found only 19 out of 21 users managed to demonstrate initial tolerability (91%). Of the 19 users who demonstrated initial tolerability, all 19 (100%) were able to use the smartglasses for the entire session (whole session tolerability threshold). Caregivers reported that 19 out of 21 users (91%) successfully used BPAS, and users surpassed caregiver expectations in 15 of 21 cases (71%). Users who could communicate reported BPAS as being comfortable (94%).ConclusionsThis preliminary report suggests that BPAS is well tolerated and usable to a diverse age- and severity-range of people with ASD. This is encouraging as these devices are being developed as assistive technologies for people with ASD. Further research should focus on improving smartglasses design and exploring their efficacy in helping with social communication in children and adults with ASD.

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Improvement of Attention-Deficit/Hyperactivity Disorder (ADHD) Symptoms in School-Aged Children, Adolescents, and Young Adults With Autism via a Digital Smartglasses-Based Socioemotional Coaching Aid: An Efficacy Study

Cited by 3 publications

References 52 publications

Longitudinal Socio-Emotional Learning Intervention for Autism via Smartglasses: Qualitative School Teacher Descriptions of Practicality, Usability, and Efficacy in General and Special Education Classroom Settings

Longitudinal Socio-Emotional Learning Intervention for Autism via Smartglasses: Qualitative School Teacher Descriptions of Practicality, Usability, and Efficacy in General and Special Education Classroom Settings

Second Version of Google Glass as a Wearable Socio-Affective Aid: Positive School Desirability, High Usability, and Theoretical Framework in a Sample of Children with Autism

Social Communication Coaching Smartglasses: Well Tolerated in a Diverse Sample of Children and Adults With Autism

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