Use of technology to facilitate physical activity in children with autism spectrum disorders: A pilot study

Bittner, Melissa; Rigby, Brandon R; Silliman-French, Lisa; Nichols, David; Dillon, Suzanna Rocco

doi:10.1016/j.physbeh.2017.05.012

Cited by 24 publications

(13 citation statements)

References 18 publications

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“…Furthermore, there have been only few attempts to investigate the effectiveness of mobile technology-guided interventions on leveraging PA in individuals with ASD. A pilot study with a small sample showed a potential usability of a visualized mobile system in teaching various fundamental gross motor skills to children with ASD as an effective alternative to traditional exercise interventions [43]. However, this system is limited to children with ASD and needs the substantial assistance of a caregiver or instructor for proper execution.…”

Section: Introductionmentioning

confidence: 99%

PuzzleWalk: A theory-driven iterative design inquiry of a mobile game for promoting physical activity in adults with autism spectrum disorder

et al. 2020

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Primary symptoms of adults with autism spectrum disorder (ASD), such as pervasive social deficits in social interaction and communication, cause adults with ASD to adopt a sedentary lifestyle. Meanwhile, gamified and behavioral theory-based interventions have been shown to improve physical activity in a fun and unobtrusive way. In this paper, we describe the iterative design inquiry process of PuzzleWalk, a gamified, physical activity-promoting mobile app designed for adults with ASD. We report the design rationales and lessons learned across four user-centered design phases with ASD experts and adults with ASD, including user requirement gathering, iterative participatory design, usability evaluation, and field deployment. The design insights generated from this work could inform future research focusing on designing sociotechnical systems, games, and interventions for people with ASD.

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Section: Introductionmentioning

confidence: 99%

PuzzleWalk: A theory-driven iterative design inquiry of a mobile game for promoting physical activity in adults with autism spectrum disorder

et al. 2020

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“…Although recent evidence supports the inclusion of picture-based visual supports in gross motor assessment protocols among children with ASD, no literature to date has explored the use of video modeling in this area, despite rising interest and promotion of this practice in physical activity and physical education. Based on the suggested use of video modeling and technology in these settings (Bittner, Rigby, Silliman-French, Nichols, & Dillon, 2017;Krause & Taliaferro, 2015), it is important that empirical evidence exists that supports the use of video modeling and any positive associated effects such as improved skill performance and acquisition, administration time, and convenience among professionals. Thus, the primary purpose of this study was to examine the effects of video modeling on motor skill assessment performance among children with ASD.…”

Section: Introductionmentioning

confidence: 99%

Video modeling and Test of Gross Motor Development-3 performance among children with autism spectrum disorder

Case¹,

Yun²

2019

EUJAPA

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The purpose of this study was to explore the effects of video modeling on Test of Gross Motor Development-3 (TGMD-3) performance among children with autism spectrum disorder (ASD). Thirteen participants with ASD were assessed under two separate TGMD-3 protocol conditions-traditional and video modeling. Raters were blind to the protocol condition they were observing in order to prevent bias towards one condition. Total gross motor scores were analyzed using a one-way repeated-measures ANOVA. While improvements in overall gross motor scores with the video modeling condition were observed among children with ASD, differences were not statistically significant. Additionally, the video modeling condition took significantly longer time to complete than the traditional approach. The results do not provide support for the use of video modeling to improve TGMD-3 motor performance scores. Future research is necessary considering the promotion and use of video modeling is increasing.

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“…Digital technology also has been used to develop motor and language skills. For eXample, a video-modelling app (e.g., EXercise Buddy Application) was effective in promoting different motor tasks (Savage, Taber-Doughty, Brodhead, & Bouck, 2017;Bittner, Rigby, Silliman-French, Nichols, & Dillon, 2017). Earlier, Cardon (2012) had used video modelling-based imitation training successfully.…”

Section: Technology Assisted Curricula Technology For Programme Maintmentioning

confidence: 99%

“…Earlier, Cardon (2012) had used video modelling-based imitation training successfully. Video-modelling (Nikipolous & Keenan, 2006), delivered through various software and devices (e.g., iPad, EBapp, CRA), were shown to be useful also in developing academics, e.g., math skills (Cardon, 2012;Yakubova, Hughes, & Shinaberry, 2016;Bittner, Rigby, Silliman-French, Nichols, & Dillon, 2017;Savage, Taber-Doughty, Brodhead, & Bouck, 2017).…”

Section: Technology Assisted Curricula Technology For Programme Maintmentioning

confidence: 99%

Technology and behaviour analysis in higher education

Keenan¹,

Presti

Dillenburger³

2019

European Journal of Behavior Analysis

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A key goal of higher education is to provide training that harnesses cutting-edge developments in both the theory and applications of a particular discipline. Currently in Europe, the uptake of the discipline of behaviour analysis is thwarted by a range of factors, the primary one being a hostile environment fuelled by misunderstandings of the science and its applications. In this paper, we offer suggestions for how to use behavioural as well as digital technology creatively to address this problem. We start with an overview of baseline conditions in which misinformation is rife, particularly in the field of autism interventions. We argue that, in advocacy for better services, there is a need for a more systematic use of behavioural technology. We call for the creation of a database of teaching gambits that provide illustrations of how to teach compleX conceptual issues as well as guidance on running practical classes in the eXperimental analysis of behaviour. Furthermore, we eXamine the design of the discriminative stimuli used when eXplaining the natural science of behaviour, including the persistent reliance on the written word alone when discussing something dynamic like behaviour. We propose that behaviour analysts should embrace digital technology to develop these stimuli and we give some eXamples of how to harness this technology to develop an ecosystem that supports the coordination of behavioural services and the enhancement of treatment integrity. We consider how cloud-based archives can be used to keep track of behavioural progress and provide a learning management system that might potentially work with social robots, iPads, and interactive walls. Finally, we summarize how these issues are directly related to making the science of behaviour analysis accessible and fit for purpose for students and service users in the 21 st century.

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Use of technology to facilitate physical activity in children with autism spectrum disorders: A pilot study

Cited by 24 publications

References 18 publications

PuzzleWalk: A theory-driven iterative design inquiry of a mobile game for promoting physical activity in adults with autism spectrum disorder

PuzzleWalk: A theory-driven iterative design inquiry of a mobile game for promoting physical activity in adults with autism spectrum disorder

Video modeling and Test of Gross Motor Development-3 performance among children with autism spectrum disorder

Technology and behaviour analysis in higher education

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