Technologies as Support Tools for Persons with Autistic Spectrum Disorder: A Systematic Review

Aresti-Bartolome, Nuria; Garcia‐Zapirain, Begonya

doi:10.3390/ijerph110807767

Cited by 192 publications

(81 citation statements)

References 102 publications

(239 reference statements)

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“…Aresti-Bartolome and Garcia-Zapirain reviewed the technology facilitated research work on ASD care [2]. They divided the technologies used into four categories: (1) virtual reality; (2) dedicated applications; (3) telehealth applications, and (4) robotic based.…”

Section: Introductionmentioning

confidence: 99%

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Technology-Facilitated Diagnosis and Treatment of Individuals with Autism Spectrum Disorder: An Engineering Perspective

Liu

Zhao

et al. 2017

Applied Sciences

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Abstract:The rapid development of computer and robotic technologies in the last decade is giving hope to perform earlier and more accurate diagnoses of the Autism Spectrum Disorder (ASD), and more effective, consistent, and cost-conscious treatment. Besides the reduced cost, the main benefit of using technology to facilitate treatment is that stimuli produced during each session of the treatment can be controlled, which not only guarantees consistency across different sessions, but also makes it possible to focus on a single phenomenon, which is difficult even for a trained professional to perform, and deliver the stimuli according to the treatment plan. In this article, we provide a comprehensive review of research on recent technology-facilitated diagnosis and treat of children and adults with ASD. Different from existing reviews on this topic, which predominantly concern clinical issues, we focus on the engineering perspective of autism studies. All technology facilitated systems used for autism studies can be modeled as human machine interactive systems where one or more participants would constitute as the human component, and a computer-based or a robotic-based system would be the machine component. Based on this model, we organize our review with the following questions: (1) What are presented to the participants in the studies and how are the content and delivery methods enabled by technologies? (2) How are the reactions/inputs collected from the participants in response to the stimuli in the studies? (3) Are the experimental procedure and programs presented to participants dynamically adjustable based on the responses from the participants, and if so, how? and (4) How are the programs assessed?

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Section: Introductionmentioning

confidence: 99%

“…(2) How are the reactions/inputs collected from the participants in response to the stimuli in the studies? (3) Are the experimental procedure and programs presented to participants dynamically adjustable based on the responses from the participants, and if so, how?…”

Section: Introductionmentioning

confidence: 99%

Technology-Facilitated Diagnosis and Treatment of Individuals with Autism Spectrum Disorder: An Engineering Perspective

Liu

Zhao

et al. 2017

Applied Sciences

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“…Applications of this type have been used to work on areas affected by autism [29,30] and conditions related to Autism Spectrum Disorder, mainly concentrating on creating applications that help people with autism to communicate through images and sounds [31][32][33]. These systems are widely accepted because they are simple to use and contain very intuitive tools, since they work with everyday items [34]. With new technologies, one is able to get a closer look at the lonely world of autism, prompting a better understanding of ASD sufferers' mental state and helping them to develop skills [35,36] which would not be possible without subject-technology interaction.…”

Section: Introductionmentioning

confidence: 99%

Cognitive rehabilitation system for children with autism spectrum disorder using serious games: A pilot study

Aresti-Bartolome

Garcia‐Zapirain

2015

BME

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Abstract. This paper studies and assesses how rehabilitation activities and supervised computer games incorporated into a system aimed at people diagnosed with Autism Spectrum Disorder (ASD) can be used to work on the areas affected by ASD at any time and in any place. This research specifically assesses the areas that affect communication and interaction between people with ASD and professionals. In order to do this, a group of 20 children diagnosed with ASD of between 3 and 8 years old (clinical group) was used, together with a group of 20 children of between 3 and 8 years old with a neurotypical development, which served as a control group. During the tests, response time and visual interaction with the session leader were evaluated. Despite the fact that the clinical group spent more time (M= 21.08 sec) than the control group (M= 4.52) to interact leader, eye contact predominated in the interaction. As a result of the pilot study, the system obtained could help in cognitive rehabilitation.

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“…People (children) benefit from early and on-going intervention that is tailored to their specific individual needs [5]. Technology is an accepted and efficient support tool in the therapy and education of individuals with ASD and their (informal) carers [7][8][9][10]. More, specifically, robot-assisted therapy (RAT) or robot-mediated intervention (RMI) is considered promising for children with ASD [11][12][13][14][15][16].…”

Section: Introductionmentioning

confidence: 99%

Robots as New Tools in Therapy and Education for Children with Autism

Huijnen¹,

Lexis²,

Witte³

2017

Int J Neurorehabilitation Eng

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Robots are increasingly considered as a promising tool in therapeutic and educational interventions for children with autism spectrum disorder (ASD). International literature indicates that robots can potentially be applied to a wide range of objectives. The aim of this article is to present an overview of robots that are currently used in therapy and educational for children with ASD and to indicate what objectives they address. Focus group sessions (N=9) with ASD professionals (N=53) from nine organisations were conducted which identified potential objectives for children with ASD. A systematic literature study delivered an overview of the state of the art of robots under study. Professionals reported to work on 74 ASD objectives in 9 different domains (based on the International Classification of Functioning -Child and Youth, ICF-CY). The robots (N=14) found in the literature addressed 24 of these objectives in 8 of the 9 domains, indicating the potential contribution of these robots to therapy and education of children with ASD. Domains that are targeted most often by robots currently are 'social or interpersonal interactions and relations', 'play' and 'communication'. Results indicate that robot mediated interventions are considered to be a possible valuable tool in the education or therapy for children with autism. In order to unlock the potential of robots, it is advised that technical developers use knowledge from ASD practice so that meaningful applications can be developed.

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Technologies as Support Tools for Persons with Autistic Spectrum Disorder: A Systematic Review

Cited by 192 publications

References 102 publications

Technology-Facilitated Diagnosis and Treatment of Individuals with Autism Spectrum Disorder: An Engineering Perspective

Technology-Facilitated Diagnosis and Treatment of Individuals with Autism Spectrum Disorder: An Engineering Perspective

Cognitive rehabilitation system for children with autism spectrum disorder using serious games: A pilot study

Robots as New Tools in Therapy and Education for Children with Autism

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