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

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

doi:10.2196/mhealth.8534

Cited by 53 publications

(49 citation statements)

References 26 publications

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“…4.2.1 Glasses. Keshav et al [41] accessed the tolerability and usability of Augmented Reality glasses for children and adults with autism while using a social coaching application to improve social communication skills. After conducting a usability study they found that 19 out of 21 participants were able to use the glasses for a whole 60 -90 minute long session and afterwards reported to feel comfortable using them.…”

Section: Children and Adultsmentioning

confidence: 99%

Augmented reality action assistance and learning for cognitively impaired people

Blattgerste

Renner

Pfeiffer

2019

Proceedings of the 12th ACM International Conference on PErvasive Technologies Related to Assistive Environments

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Augmented reality (AR) is a promising tool for many situations in which assistance is needed, as it allows for instructions and feedback to be contextualized. While research and development in this area have been primarily driven by industry, AR could also have a huge impact on those who need assistance the most: cognitively impaired people of all ages. In recent years some primary research on applying AR for action assistance and learning in the context of this target group has been conducted. However, the research field is sparsely covered and contributions are hard to categorize. An overview of the current state of research is missing. We contribute to filling this gap by providing a systematic literature review covering 52 publications. We describe the often rather technical publications on an abstract level and quantitatively assess their usage purpose, the targeted age group and the type of AR device used. Additionally, we provide insights on the current challenges and chances of AR learning and action assistance for people with cognitive impairments. We discuss trends in the research field, including potential future work for researchers to focus on. CCS CONCEPTS • Human-centered computing → Human computer interaction (HCI).

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Section: Children and Adultsmentioning

confidence: 99%

Augmented reality action assistance and learning for cognitively impaired people

Blattgerste

Renner

Pfeiffer

2019

Proceedings of the 12th ACM International Conference on PErvasive Technologies Related to Assistive Environments

View full text Add to dashboard Cite

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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%

“…The Empowered Brain is a smartglasses-based social skills coaching tool [34,38]. The system has been developed as a digital platform that integrates specialized modules on smartglasses, companion apps on smartphones/tablets, and a web-based data portal ( Figure 1).…”

Section: The Technologymentioning

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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“…The Empowered Brain is a tool that provides socio-emotional coaching to children and adults with ASD (Keshav et al, 2017;Liu et al, 2017). The Empowered Brain consists of a smartglasses platform in combination with a series of software modules that focus on key coaching areas, such as improving attention to social cues, helping coach facial emotion recognition, and aiding in transitioning between different environments.…”

Section: The Empowered Brain Technology Platformmentioning

confidence: 99%

Case Study of a Digital Augmented Reality Intervention for Autism in School Classrooms: Associated With Improved Social Communication, Cognition, and Motivation via Educator and Parent Assessment

Sahin

Abdus-Sabur²,

Keshav³

et al. 2018

Front. Educ.

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Background: Impairment in social communication is the primary deficit in schoolaged children with autism spectrum disorder (ASD). Research has shown that there are efficacious interventions to address social communication deficits, yet their delivery is hampered by the lack of human and time resources. Emerging assistive technologies, such as smartglasses, may be able to help augment the social communication interventions currently provided by human educators and therapists. While emerging research suggests assistive socio-emotional coaching smartglasses can be effective and usable in research settings, they have yet to be studied amidst the complex social, physical, and time-constrained environment of the school classroom. This structured case study reports on the feasibility and efficacy of 16 intervention sessions of the Empowered Brain Face2Face module, a smartglasses-based social communication intervention. Methods: A 13-year-old fully-verbal adolescent male student with a diagnosis of ASD received a total of 16 smartglasses-aided intervention sessions over a 2-week period. Interventions occurred twice-daily during school days and were facilitated by school professionals in a middle school in Massachusetts, USA. Outcomes were measured using the Social Responsiveness Scale 2 (SRS-2), a commonly used validated measure of social communication in children with ASD, by the participant's parent, paraprofessional, and two teachers. Difficulties in usability during the study were recorded through observation notes. Results: The participant completed the 3-week study [one pre-intervention week (baseline) and two intervention weeks] without any observations of adverse effects or usability concerns. The parent and three educators completed the SRS-2 for the baseline and intervention weeks, and results demonstrated significant improvement in social communication after the intervention relative to baseline. The parent, special education Sahin et al. Efficacy of Digital Autism Intervention teacher, and general education teacher noted marked reductions in SRS-2 total T score, with improvement in SRS-2 social communication, social motivation, social cognition, and restricted interests and repetitive behavior subscales. Conclusion: Smartglasses are a novel assistive technology that can help facilitate social communication and behavioral coaching for students with ASD. The use of the Face2Face module by educators over a 2-week period was associated with improvements in social communication.This study supports the use of this novel technology to deliver assistive social communication and behavioral coaching in schools.

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

Cited by 53 publications

References 26 publications

Augmented reality action assistance and learning for cognitively impaired people

Augmented reality action assistance and learning for cognitively impaired people

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

Case Study of a Digital Augmented Reality Intervention for Autism in School Classrooms: Associated With Improved Social Communication, Cognition, and Motivation via Educator and Parent Assessment

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